scholarly journals CULTUROLOGICAL DIRECTION OF THE DIGITAL STUDENŤS BOOK OF RUSSIAN AS A FOREIGN LANGUAGE FOR LOWER SECONDARY SCHOOLS

2021 ◽  
pp. 81-87
Author(s):  
М. Буйняк
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Material ◽  
Digital Version ◽  
Education Philosophy ◽  
The Common ◽  
Lower Secondary Schools ◽  
The Way

Словацкая русистика под руководством Э. Колларовой уже 25 лет идет по пути культурологической мысли иноязычного образования. В статье мы представляем содержание цифровой версии учебника РКИ «Встречи с Россией. Начало» и «Встречи с Россией. Сегодня» в соответствии с этой философией. Предлагаем спираль продолжения учебного материала в рамках языковых уровней общеевропейской компетенции владения иностранным языком на основе творчества русского композитора П.И. Чайковского в контексте философии синтетической художественной культуры в русско-словацком компаративном плане диалога культур. E. Kollarova for 25 years in connection with the teaching of Russian as a foreign language are on the way to culturological thought of foreign language education. In this article, we present the content of the digital version of the student’s book of Russian as a foreign language “Vstrechi s Rossiyey. Beginning " and " Vstrechi s Rossiyey. Today ” in accordance with the culturological orientation of foreign language education philosophy. We propose a spiral of continuation of educational material within the framework of the linguistic levels of the common European competence of proficiency in a foreign language based on the work of the Russian composer P.I. Tchaikovsky in the context of the philosophy of synthetic artistic culture in the Russian-Slovak comparative plan of dialogue of cultures. Slovak Russian Studies under the leadership of the President of the Association of Russianists of Slovakia E. Kollarova for 25 years in connection with the teaching of Russian as a foreign language are on the way to culturological thought of foreign language education. In this article, we present the content of the digital version of the student’s book of Russian as a foreign language “Vstrechi s Rossiyey. Beginning " and " Vstrechi s Rossiyey. Today ” in accordance with the culturological orientation of foreign language education philosophy. We propose a spiral of continuation of educational material within the framework of the linguistic levels of the common European competence of proficiency in a foreign language based on the work of the Russian composer P.I. Tchaikovsky in the context of the philosophy of synthetic artistic culture in the Russian-Slovak comparative plan of dialogue of cultures.

scholarly journals Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts

2021 ◽  
Vol 8 (4) ◽  
pp. 15-27
Author(s):  
Mustafa Dolmaci ◽  
Hatice Sezgin
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Corpus Analysis ◽  
Target Language ◽  
Common Basis ◽  
Curriculum Guidelines ◽  
The Common ◽  
N Gram

In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.

scholarly journals How to Help the Iranian Students of First Grade of Secondary Schools with their Problems of English as a Foreign Language

2017 ◽  
Vol 78 ◽  
pp. 10-17
Author(s):  
Elham Ghaderi Doust
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
English Education ◽  
Language Education ◽  
First Grade ◽  
Native English Speakers ◽  
Foreign Language Education ◽  
Self Confidence ◽  
Instructional Content ◽  
Iranian Students

Apparently, English is globally used as the most fundamental communication medium. Regarding the objectives of Foreign Language Education in Iran Curriculum, an Iranian educated must be capable of expressing his opinions and viewpoints as well as accurately utilizing the foreign sources and satisfying his demands. Also, he must understand English speeches produced by native English speakers. With perspectives on these objectives, experts involved in English Education sphere design and write Educational English books and teachers have been instructing these books for ages. Indeed we must raise this question: Why Iranian students are such evasive learners and why does almost nobody acquire English in an applicable way in Iranian schools? It is evident that most students of first grade of secondary schools are confronted with certain problems following as:Many students are slightly familiar with English.They often recognize English as a difficult subject to study.Also, they believe that they will not achieve a genuine progress in English.Many students show a lack of self-confidence and inferiority complex.Comparing themselves with the students in the upper grades, they feel that they cannot master English.So, certain efforts must be channeled into resolving these problems, in particular, the ways the students deal with their English books are to be changed and so are the methodologies in teaching. These may become perfectly practicable by utilizing instructional aides, preserving the students' fondness for their English courses, and organizing the instructional content from the simple to complex, as well as discussing with experts, parents, educational managers, and students. The objectives of this study are to shift students' perspectives upon English and support them through their learning English; consequently they will progress satisfactorily at present and in the future.

scholarly journals GERMAN EDUCATION IN SECONDARY SCHOOLS OF UKRAINE: ASPECTS OF SCIENTIFIC DISCOURSE HISTORICALLY

2016 ◽  
pp. 21-30
Author(s):  
Natalia Beilis
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
National Development ◽  
Language Education ◽  
Foreign Language Education ◽  
Theory And Practice ◽  
German Language ◽  
Government Agencies ◽  
German Education

The article focuses on the fact that the German language learning by pupils in secondary schools of Ukraine depends on creating the appropriate objective conditions of reforming the entire education system and the humanization of the educational process, and taking into account patterns of theory and practice development in this area in the second half of the XX – XXI century.In the article the urgency of modernization of modern content and methods of studying the German language by pupils of secondary schools of Ukraine, made historical – pedagogical analysis of German education in the second half of the XX – XXI century.Particular attention is paid to aspects of leading scientific discourses in the context of national development policy of the German language learning in schools of Ukraine in measurements of its accession to the common European educational space.Article updated those tasks whose solution it entirety provides: 1) upgrading the content of German education at an angle to ensure his child centrism, culture centrism, fundamental and personal-developmental orientation; 2) mobility of updating curricula, textbooks and teaching aids, by raising the level of motivation of teachers, representatives of various government agencies of Ukraine, establishing constructive cooperation between them; 3) improvement in the status of Ukraine in a sphere of German-language education and foreign language education in general (necessary aspects of creating multilingual educational environment).It is emphasized the need for Ukraine of the positive experience in the past in order to develop foreign language education space. This current state of quality of the German language learning depends on identifying further ways of development strategies that are based on national educational traditions and values, experience learning the German language acquired in the process of learning German in the schools in Ukraine. Innovative approaches of content and methodology of the study of German by pupils at schools of Ukraine has a strategic nature and consistent with the national development strategy of foreign language education.The necessity of solving the actual problems posed present to the German- education of pupils in secondary schools in Ukraine is impossible without understanding key trends of research in this area, adequate and interested attitude to the industry by professionals and especially representatives of various government agencies of Ukraine with setting up constructive cooperation between them, which is a prerequisite for the formation of social consciousness of pupils and school leavers with appropriate attitude to the prospects of the German language.Conclusions regarding changes of German national policy in the context of its compliance with the European promotion of Ukraine, development of strategies of the German language learning in secondary schools of Ukraine are viewed in the article.

scholarly journals KOMPETENCJA MIĘDZYKULTUROWA – KONCEPCJE I WYZWANIA

Neofilolog ◽  
2018 ◽  
pp. 137-152
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
Dynamic Nature ◽  
Language Classroom ◽  
The Common ◽  
Intercultural Mediators

One of the goals of foreign language education is to prepare learners to the role of intercultural mediators, as indicated in such documents as National Standards for Foreign Language Education or The Common European Framework of Reference for Languages. Research on culture and its relation to language has a long tradition and reveals a complex and also dynamic nature of the concept. Culture has also been present, although to a different extent, in the long practice of foreign language teaching. However, our understanding of cultural competence in a multicultural and multilingual European Union, which sets goals in the area of education in its Member States, has been evolving. In the article we will discuss different concepts of culture proposed by such researchers as Hofstede (1980, 1991), Binnett (1993), Weaver (2001), and Byram (1997), as well as various concepts of approaching culture in the foreign language education context. We will also look at challenges faced by Polish learners and teachers in the foreign language classroom.

scholarly journals Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability

2020 ◽  
pp. 136216882091790
Author(s):  
Raees Calafato ◽  
Freda Gudim
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Literary Texts ◽  
Education Programs ◽  
Authentic Materials ◽  
Learner Achievement ◽  
Upper Secondary ◽  
Upper Secondary Schools

In light of the growing importance placed by states on the use of authentic materials in foreign language education programs, this study explored the literary content found in the 18 English, French, and German ministry-approved language textbooks used in upper-secondary schools in Russia. The study identified 150 literary texts, following which it compared how English, French, and German textbooks differed in their approaches to incorporating literature. The findings indicate significant differences between textbooks across languages, as well as some similarities. The study discusses the implications of the findings for learner achievement and motivation, and offers recommendations regarding what can be done to incorporate literature in ways that can deepen learner interest and engagement.

scholarly journals Common European Framework of Reference for Language (CEFR) and Test of Proficiency in Korean (TOPIK)

2016 ◽  
Vol 11 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Yunhee Won
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Evaluation Criteria ◽  
Language Education ◽  
Assessment Method ◽  
Test Methods ◽  
Foreign Language Education ◽  
Speaking Test ◽  
Common Reference ◽  
The Common

Abstract This paper is an overview of Test of Proficiency in Korean (TOPIK). Test of Proficiency in Korean (TOPIK) is a test to measure and evaluate the Korean language proficiency targeting for overseas Koreans and foreigners who do not speak Korean as their first language. The TOPIK is utilized for studying in Korean universities or taking advantages of employment. Systems of the TOPIK are largely divided into TOPIK I and TOPIK II: TOPIK I is divided into the Beginner 1 and 2; TOPIK II is divided into Intermediate 1, 2, Advanced 1, and 2, all of which are equal to the measure proposed in the European common reference standard. Common European Framework of Reference (CEFR) is equipped with a six-step framework for language proficiency and communicative activities. This system describes knowledge, skills, cultural competence, and regulations of each step-by-step learning skill level for the purpose of communication in the private, public, and occupational areas. This paper first presents the Common European Framework of Reference (CEFR) that is familiar to Europeans, and compares it with the TOPIK system. First, it compares the TOPIK with the Common European Framework of Reference on the overall system, the assessment method, question types and etc. Also, it briefly examines foreign language education in Korea. Foreign language education in Korea was in abstract level as compared to the Common European Framework of Reference or topic. As in Europe, Korea also divides the language acquisition into 6 levels. It prepares the evaluation criteria for each level. Criteria and test methods can be understood by comparing the German language test and TOPIK to be carried out in accordance with the Common European Framework of Reference. Test methods and criteria of the German test and TOPIK are similar, but information and instruction for testing showed at the Goethe-Institute is far more detailed than TOPIK in Korea. The problem lies in the absence of speaking test in TOPIK. In order to understand the language proficiency, speaking, listening, reading and writing in all parts should be evaluated; however, there is no speaking test in TOPIK, and it is unfortunate that there is no writing test in the beginner-level test. This is what should be improved in the future.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
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