scholarly journals WEB QUEST AS A MEANS OF DEVELOPING LINGUISTICS STUDENTS’ SKILLS AND ABILITIES OF ENGLISH-LANGUAGE WRITING

2021 ◽  
pp. 148-154
Author(s):  
Елена Николаевна Григорьева ◽  
Елена Сергеевна Семенова ◽  
Вера Петровна Зайцева
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teaching Writing ◽  
Internet Communication ◽  
Advantages And Disadvantages ◽  
Speech Activity ◽  
Language Communication ◽  
Language Writing

Обучение письменной речи на иностранном языке является одной из задач иноязычного образования в силу растущей популярности данного вида речевой деятельности в ходе коммуникации, реализующейся в процессе профессионального и личного Интернет-общения в социальных сетях, по электронной почте.Авторы статьи освещают основные теоретические и практические аспекты обучения письменной речи студентов языковых факультетов вуза посредством веб-квеста: особенности письма как вида речевой деятельности, систему упражнений для обучения письменной речи на английском языке.В ходе исследования преподаватели анализируют основные платформы для создания веб-квеста, выявляют их преимущества и недостатки при работе над обучением иноязычной письменной речи. В статье также приводятся практические результаты экспериментальной работы, проведенной со студентами языкового факультета вуза, в ходе которой был апробирован разработанный составителями комплекс упражнений для обучения письменной речи на английском языке на основе веб-квестов. Teaching writing in a foreign language is one of the tasks of foreign language education because of the growing popularity of this type of speech activity in the course of foreign language communication, implemented through professional and personal Internet communication in social networks, e-mail.The authors of the article cover the main theoretical and practical aspects of teaching writing with the help of web quest: peculiarities of writing as a type of speech activity, the system of exercises for teaching writing in English.In the study the authors analyze the main platforms for creating a web quest, identify their advantages and disadvantages when working on teaching foreign language writing. The article also presents the practical results of the experimental work, during which a set of exercises developed by the authors for teaching writing with the help of web quests was tested.

Case method in the students’ university foreign language education

2021 ◽  
pp. 95-106
Author(s):  
Roman A. Danilin
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Scientific Literature ◽  
Language Education ◽  
Foreign Language Education ◽  
Case Method ◽  
Dominant Type ◽  
Speech Activity ◽  
Analytical Skills ◽  
History Of

The case method is one of the methods of problem learning, which allows, based on the description of the problem, to organize the learning process in order to develop a number of universal skills and foreign language speech skills of students. The history of the case method, the typology of cases, the didactic and linguodidactic potential of the case method are described. Based on the analysis of scientific literature, we distinguish the following typological features: a) the complexity of the case; b) the purpose and objectives of the case; c) the degree of structuredness; d) the volume of the case; e) the presence of the plot; f) temporary space; g) subjectivity; h) dominant type of activity; i) subject-content area; j) the number of participants; k) language of the project. The work describes in detail the types of cases for each type. The case method has a didactic potential, allowing to develop analytical skills, critical thinking, professional creative thinking, practical skills, communication skills, social and reflexive skills. When teaching a foreign language on the basis of foreign language cases of a general cultural or professionally oriented direction, students will be able to develop productive (speaking and writing) and receptive (listening and reading) types of speech activity. A nomenclature of speech skills developed in the process of using the case method for each type of speech activity is presented.

STATE AND PROSPECTS OF FOREIGN LANGUAGE EDUCATION IN KAZAKHSTAN: EXPERIENCE OF EMPIRICAL STUDY

2021 ◽  
Vol 66 (2) ◽  
pp. 74-83
Author(s):  
A. Ye. Bizhkenova ◽  
◽  
D.M. Kabenova ◽  
Z.S. Takuova ◽  
M. Adilkhanuly ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Scientific Work ◽  
Foreign Language Education ◽  
Educational Process ◽  
Preschool Age ◽  
English Classes ◽  
Language Communication ◽  
Eighth Grade Students ◽  
The Right

In the system of foreign language education in Kazakhstan,English is a priority at all levels of education. English is the language which is chosen by parents as a foreign for their children in preschool age. This article is devoted to the study of the status and current issues of teaching English in Kazakhstan. It is based on the results of a practical survey of eighth grade students of some secondary schools, as well as on observation of the educational process. During a visit to English classes and after conversations with school teachers, the problematic aspects of the learning process were identified. The article provides an overview of modern methods and principles of classes’ organization, contains recommendations for solving theidentified problems. The authors of the article also tried to find out the desire of students to learn not only English, but also other foreign languages, because according to the state regulatory documents, students at school have the right to choose a foreign language, which they want tolearn. The desire to communicate in a foreign language, readiness for foreign language communication, the role ofEnglish language in the student’s life, the main activities in foreign language lessons were some of the key issues, that were considered in this scientific work.

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

scholarly journals Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment

2020 ◽  
Vol 3 (1) ◽  
pp. 57-61
Author(s):  
B. Tolibjonov ◽  
Sh. Samandarov ◽  
D. Umirzakova ◽  
Y. Yunusova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
National Standard ◽  
Education Standards ◽  
New Era ◽  
Adoption And Implementation

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

RELC Journal ◽  
2021 ◽  
pp. 003368822110666
Author(s):  
Hyun-Ju Kim ◽  
Stewart Gray ◽  
Christopher Lange
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mind Mapping ◽  
Instructional Techniques ◽  
Creative Ability ◽  
South Korean ◽  
Instructional Guidance ◽  
Language Writing

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

USE OF THE MOTHER TONGUE IN FOREIGN LANGUAGE INTERACTION

2021 ◽  
Vol 12 (1) ◽  
pp. 177-181
Author(s):  
Ekaterina Sofronieva ◽  
◽  
Christina Beleva ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Foreign Language Education ◽  
Target Language ◽  
Nursery Schools ◽  
Comprehension Skills ◽  
Research Findings ◽  
English Speaking

The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messages in English language. In general, children’s comprehension skills are better developed than their English speaking skills. In conclusion, the research results show that at the present stage, the offered foreign language education of children in nursery schools as entertaining as it may be, is not effective enough. Working methods and well-established approaches should be applied in early foreign language education of children in order to develop their skills to communicate in a new language.

scholarly journals Features of using CLIL approach in teaching natural scientific disciplines in the framework of implementation of multilingual education of students

2020 ◽  
Vol 98 (2) ◽  
pp. 127-135
Author(s):  
Zh.T. Kambarova ◽  
◽  
A.K. Tussupbekova
Keyword(s):  
Foreign Language ◽  
Nuclear Physics ◽  
English Language ◽  
Language Education ◽  
Educational Process ◽  
Practical Implementation ◽  
Computer Methods ◽  
Advantages And Disadvantages ◽  
Multilingual Education ◽  
Scientific Disciplines

Language education through the study of language disciplines and the teaching of mathematical and natural scientific disciplines in a foreign language is the main mechanism for the practical implementation of multilingual education in The Republic of Kazakhstan. This article presents a experience of implementing CLIL technology in teaching natural scientific disciplines at the faculty of physics and technology of Karaganda State University named after academician Y.A. Buketov. The influence of the Content and language integrated learning (CLIL) method on the learning the «Computer methods in Physics» and «Nuclear physics» courses of choice by specialty by 4th-year students (the 5B011000-Physics educational program) of the faculty of physics and technology is studied in the work. The article summarizes the advantages and disadvantages of using CLIL technology. Types of tasks are given as an example of the implementation of the CLIL method. During the pedagogical study, the basic means and forms of control were examined.The procedure and criteria for evaluating students are presented. In conclusion of the article, the results of pedagogical research was summarized. Using of the CLIL methodology in the educational process increases the motivation of students to studying the English language and, in turn, helps students to further master the knowledge and apply the acquired knowledge in the future professional field. CLIL technology is an important tool to stimulate students to learn not only a foreign language, but also other special courses.

scholarly journals TEACHING A DIALOGUE AT ENGLISH LESSONS IN SCHOOL

2021 ◽  
pp. 112-119
Author(s):  
Елена Николаевна Григорьева ◽  
Анжелика Геннадьевна Абрамова ◽  
Татьяна Юрьевна Гурьянова
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Visual Aids ◽  
Approaches To Teaching ◽  
School Based ◽  
Current State ◽  
Research Material ◽  
Oral Speech ◽  
Language Communication

Обучение диалогической речи на иностранном языке является одной из ключевых проблем иноязычного образования в силу доминирования данного вида речевой деятельности в ходе иноязычной коммуникации. Авторы статьи анализируют современное состояние вопроса обучения диалогу на английском языке, основные теоретические и практические аспекты обучения диалогической речи: особенности диалога как вида речевой деятельности, систему упражнений для обучения диалогу-расспросу на английском языке. Материалом исследования послужили труды по методике обучения устной речи на иностранном языке (В. Л. Скалкин, Е. Н. Соловова, М. Л. Вайсбурд, И. Л. Бим, М. В. Гайлит, Я. Яноушек, Г. В. Рогова, Н. П. Грачева). В ходе исследования на основе анализа экзаменационных ответов выпускников 9 и 11 классов на основного государственного экзамена (ОГЭ) и единого государственного экзамена (ЕГЭ) авторы статьи выявляют наиболее типичные ошибки и затруднения учеников в заданиях, предполагающих ведение условного диалога-расспроса на английском языке и ответы на вопросы коммуникатора. В статье также приводятся практические результаты проведенного эксперимента по апробации разработанного авторами комплекса упражнений для обучения условному диалогу-расспросу на английском языке в школе, основанного на применении визуальных опор и сочетании индуктивного и дедуктивного подходов к обучению диалогу. Teaching a dialogical speech in a foreign language is one of the key problems of foreign language education due to the dominance of this type of speech activity in the course of foreign language communication. The authors of the article analyze the current state of the issue, the main theoretical and practical aspects of the problem of teaching a dialogue: features of dialogical speech, system of exercises for teaching dialogue in English. The research material is based on the works on methodology of teaching oral speech in a foreign language (V. L. Skalkin, E. N. Solovova, M. L. Weisburd, I. L. Bim, M. V. Gailit, Ya. Yanoushek, G. V. Rogova, N. P. Gracheva). In the course of the study, basing on the analysis of the Basic State Exam and Unified State Exam results, the authors identify the most typical mistakes when making a dialogue in English. The article also presents the practical results of experimental work on testing the set of exercises for teaching dialogical speech in English at school, based on the use of visual aids and a combination of inductive and deductive approaches to teaching a dialogue.

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