scholarly journals SCAFFOLDING AS AN INTERACTIVE METHOD IN TEACHING A FOREIGN LANGUAGE

2021 ◽  
Vol 02 (07) ◽  
pp. 10-12
Author(s):  
Azizova Gulnora Shakirdjanovna ◽  
Keyword(s):  
Foreign Language ◽  
Detailed Analysis ◽  
Interactive Method

The article discusses the concept of scaffolding, its history and application in methodology and pedagogy, as well as the main characteristics for the successful use of this technique. The detailed analysis of this technique is given in the article. The experiment is examined as an example of this technique.

scholarly journals Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study

2012 ◽  
Vol 2 (2) ◽  
pp. 21-34 ◽  
Author(s):  
Toshinobu MOGI
Keyword(s):  
Foreign Language ◽  
Detailed Analysis ◽  
Large Scale ◽  
Actual Usage

The present papers offers a case study of a Japanese loanword verb, with the aim of contributing to corpus-based research on Japanese loanwords and of providing a foundation for the compilation of a dictionary of grammatical patterns of loanwords for learners of Japanese as a foreign language. The case study presents an analysis of actual usage of loanword suru-verbs in the large-scale Balanced Corpus of Contemporary Written Japanese, which is followed by a detailed analysis of all examples of the polysemous verb katto-suru. It is thereby shown how corpora can help in describing loanwords by matching a word’s meaning with its patterns of usage, and how such a description can be useful to learners of Japanese as a foreign language.

scholarly journals W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego

2017 ◽  
Vol 36 (1) ◽  
pp. 42-53
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Phonological Awareness ◽  
Detailed Analysis ◽  
Reading First ◽  
Reading Skill ◽  
Beginning Reading ◽  
Teaching Reading ◽  
Young Learners ◽  
Letter Sound ◽  
The Way

The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.

scholarly journals Genus im DaF-Unterricht in Italien: Was machen die Lerner?

2011 ◽  
Vol 49 (5) ◽  
Author(s):  
Marie Antoinette Rieger
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Detailed Analysis ◽  
General View ◽  
Gender Classification ◽  
Complex Field ◽  
Gender Assignment ◽  
Rule Based ◽  
Gender Selection

Gender classification in German is considered a rather intricate complex field of German grammar; gender selection is only partially rule-based and the existing rules are not only com-plex but their validity is often restricted as well. Therefore it is a received opinion that the ac-quisition of gender assignment is one of the most difficult problems learners of German as a foreign language have to face. Contrary to this general view, throughout many years of teaching German as a foreign language in Italy me and my colleague Marion Weerning (in this volume) did not receive the impression that gender really presents a major problem. Therefore we decided to carry out an empirical study. The design and the results of this study will be illustrated in the present paper. It will be shown that gender assignment is in fact more of a problem than was initially assumed. A detailed analysis demonstrates, however, that good and bad scores in gender assignment are not due to chance but can be explained by a combination of factors. The results also seem to indicate that learners develop a range of gender as¬signment rules in spite of the fact that gender is neither a frequent nor a systematically analysed topic in textbooks or in grammars.

scholarly journals Methodical techniques and exercise system for creative learning in preparation for abstracting foreign texts in a non-linguistic university

2020 ◽  
pp. 45-58
Author(s):  
Stanislav L. Bukowski
Keyword(s):  
Foreign Language ◽  
Detailed Analysis ◽  
Methodological Approach ◽  
Foreign Languages ◽  
Creative Teaching ◽  
Teaching Format ◽  
Language Classes ◽  
Creative Learning

The article is devoted to the development of methodological techniques and exercise system in accordance with the specifics of creative training in foreign language abstracting of foreign texts in foreign language classes at a non-linguistic university. The author gives detailed analysis of the theoretical and practical foundations of the creative training proposed by the author, represented by a set of exercises. The author proposed an algorithm for sequential actions on the part of the teacher and students, presented methodological techniques that the teacher should apply when using these exercises. The aim of the article is to optimize the process of teaching foreign languages at university in the form of developing methodological techniques and exercises for a creative teaching format in order to materialize an innovative methodological approach from the perspective of a creative existential format for teaching foreign languages at university.

scholarly journals Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language

2016 ◽  
Vol 6 (1) ◽  
pp. 49-70
Author(s):  
Meta Lah
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Detailed Analysis ◽  
Primary Schools ◽  
Writing Skills ◽  
Age Groups ◽  
Target Group ◽  
French Language ◽  
Written Compositions ◽  
Two Age Groups

The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners – mostly 14 years old – and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners’ characteristics and continues with a review of the position of the French language in Slovenian primary schools, where French is taught as a second foreign language and an elective subject. Since French is a rather infrequent subject in primary schools, it is difficult to obtain comparable materials. Finally, 36 written compositions from the national French competition serve as the basis for analysis. The detailed analysis is accompanied by a presentation of the CEFR and AYLLIT descriptors for writing, as well as reflection on which descriptors are appropriate for assessing compositions and placing them on the CEFR levels. The AYLLIT descriptors seem more relevant, as they are more explicit and appropriate for the target group. 

scholarly journals Elaboración de un corpus cacográfico desde la disponibilidad léxica en estudiantes sevillanos. Un análisis para la enseñanza de la lengua

2018 ◽  
Vol 13 (1) ◽  
pp. 119 ◽  
Author(s):  
Ester Trigo Ibáñez ◽  
Manuel Francisco Romero Oiva ◽  
Inmaculada Clotilde Santos Díaz
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Detailed Analysis ◽  
Mother Tongue ◽  
Language Teaching ◽  
Common Procedure ◽  
Spelling Errors ◽  
Research Studies

<p>The lexical availability arose with a predominantly didactic character: the teaching of a language. However, most research studies do not include among their objectives the study of the orthographic situation of the population studied. In this article, we part from a review of the different investigations of lexical availability that have paid attention to the orthographic aspects –its patterns of analysis and cataloguing– to propose a common procedure that allows future diatopic comparisons. After that, a detailed analysis of the orthographical situation is carried out from a sample of 400 pre-university students that will constitute the cacographic corpus of the most frequent errors of these users. This corpus will be categorized around four categories –accentuation, letters, morphosyntax and lexicon– and forty subcategories. This detailed analysis of spelling errors will be very useful in the field of language teaching in order to plan and develop materials, which could help solving orthographical problems presented by the users and learners of Spanish, both as a mother tongue and as a foreign language.</p>

scholarly journals "Brainstorming" "as an interactive method of learning a foreign language

2019 ◽  
Vol 2 (6) ◽  
pp. 81-83
Author(s):  
Bakhodirov Aribjon ◽  
Najmiddinov Jabir Zokirovich ◽  
Arolov Husanboy Tursunmaxamadovich
Keyword(s):  
Foreign Language ◽  
Early Stage ◽  
Interactive Methods ◽  
Interactive Method ◽  
Pros And Cons

This article discusses interactive methods of teaching a foreign language at an early stage. In particular, the technology of using “brainstorming” is described in detail. Discussed Pros and Cons of this Method

Advantages and Challenges of Using OERs in Teaching Less Commonly Taught Languages

2019 ◽  
pp. 73-96
Author(s):  
Nives Mikelic Preradovic ◽  
Kristina Posavec
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detailed Analysis ◽  
Teaching Materials ◽  
Teaching Process ◽  
Direct Teaching ◽  
Language Students ◽  
The University ◽  
Corpus Tools ◽  
Foreign Language Students

This chapter attempts to draw conclusions about the extent and modality of corpora use in teaching less commonly taught languages, based on the teachers' experience with their foreign language students, their use of corpora and corpus tools to prepare teaching materials, and based on their use of the corpora in the direct teaching process. The advantages and challenges of using OERs in teaching less commonly taught languages across different language learning levels discussed in this chapter are the result of detailed analysis of the preferences and needs of teachers at Croaticum (Centre for Croatian as a second and foreign language – CFL at the University of Zagreb), which is considered the largest and central institution for teaching CFL. The results are also based on the analysis of existing Croatian language corpora and the literature about these corpora.

scholarly journals Creative thinking method of foreign language learning at a non-linguistic university

2021 ◽  
Vol 127 ◽  
pp. 01020
Author(s):  
Stanislav Leonidovich Bukovsky
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detailed Analysis ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Learning Techniques ◽  
Methodical Basis ◽  
The Given

This article is devoted to the analysis and development of a creative method and creative techniques for teaching a foreign language at a non-linguistic university. The study aims to develop a methodological basis for the technological way of teaching foreign languages at a non-linguistic university. The author presents definitions of the notions and concepts of creative teaching, functions, and techniques of teaching foreign languages at a non-linguistic university. The article presents the theory and practice of a creative method of foreign language learning, including a detailed analysis of the principles and concept basis and techniques of the given method. The results of the experimental scientific research are presented and can be used in speaking lessons at non-linguistic universities. The paper provides a detailed analysis of the theory of the given method in the form of didactical and methodical principles of foreign language learning, its structure, aims, and content, and also an algorithm of learning techniques. Therefore, there is a description of creative thinking as a didactical and methodical basis of foreign language learning and particularly speaking learning. The article also presents the diversity of appropriate exercises, comprising both creative thinking drills and communicative tasks, making it possible to develop communicative skills at a non-linguistic university.

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