The System Analysis in Language Teaching and Learning for Technical Students in Russia

Integration of the Russian system of engineering education into the global educational domain compelled Russian universities to enhance the importance of humanities in engineering programs with a special focus on foreign languages. However, it must be admitted that the system of language training in Russia at a university level comes up against serious problems of historical, economic or political backgrounds, for which reason there are processes in the system that hamper a solution of the tasks set before the university and the society. The solution requires strong and decisive initiatives capable to improve the situation with the language proficiency among the graduators. Therefore, there is a rapid need in essentially new approaches to teaching foreign languages attain the desired outcomes for engineers, which reflect not only subject-oriented knowledge but also personal skills and the ability to effectively communicate with an opponent or a partner. The need to identify barriers towards high-quality language courses at a university level motivated the authors to carry out a special research based on the methods that are typical to system analysis.

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The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

Nizhny Novgorod Linguistics University Bulletin ◽

10.47388/2072-3490/lunn2021-53-1-123-136 ◽

2021 ◽

pp. 123-136

Author(s):

Liudmila Konyakhina ◽

◽

Lora Yakovleva ◽

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Language Education ◽

Foreign Language Education ◽

Professional Communication ◽

Foreign Languages ◽

Language Programs ◽

University Level ◽

Foreign Language Programs ◽

Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

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Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

Samara Journal of Science ◽

10.17816/snv201874301 ◽

2018 ◽

Vol 7 (4) ◽

pp. 287-293

Author(s):

Irina Evgenyevna Abramova ◽

Elena Petrovna Shishmolina ◽

Anastasia Valeryevna Ananyina

Keyword(s):

Foreign Language ◽

University Students ◽

Teaching And Learning ◽

Peer Assessment ◽

Authentic Assessment ◽

Assessment Tools ◽

University Teaching ◽

Foreign Languages ◽

Special Focus ◽

Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

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Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.3845 ◽

2016 ◽

Vol 32 (4) ◽

Author(s):

Hoang Van Van

Keyword(s):

Language Proficiency ◽

Curriculum Design ◽

Teaching And Learning ◽

Foreign Languages ◽

English Curriculum ◽

Textbook Series ◽

Foreign Language Proficiency ◽

English Textbooks ◽

Textbook Development

Abstract: There are many solutions to improving the quality of teaching and learning foreign languages in general and teaching and learning English in Vietnamese schools in particular. One of the most important solutions is probably the renovation in curriculum design and textbook development. This is the focus of this paper. The paper is organized around five main sections. Following Section 1 - Introduction, Section 2 provides an overview of the National Foreign Languages 2020 Project, focusing on the points related to the design of school English curriculum and the development of school English textbooks. Section 3 is concerned with the design of three pilot English curricula for Vietnamese schools and highlights their innovative points. Section 4 discusses in some detail the design and development of the ten-year English textbook series for Vietnamese schools under the National Foreign Languages 2020 Project and highlights its innovative points. Section 5 presents the achievements related to the development of the ten-year English textbook series. Finally, Section 6 summarizes the main points discussed in the paper and makes some recommendations for further improving the quality and the effect of use of the ten-year English textbook series before putting it into use on a large scale.Keywords: The 2020 Project, the three pilot English curricula, the ten-year English textbook series, the six-level foreign language proficiency framework for Vietnam.

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Teaching and learning the smart way

IALLT Journal of Language Learning Technologies ◽

10.17161/iallt.v46i2.8561 ◽

2016 ◽

Vol 46 (2) ◽

pp. 40-50

Author(s):

Chase Krebs

Keyword(s):

Teaching And Learning ◽

Language Instruction ◽

Class I ◽

Course Syllabi ◽

Language Classroom ◽

Language Courses ◽

Language Classrooms ◽

Potential Benefits ◽

University Level ◽

Language Instructors

Many course syllabi for university-level language courses contain a clause prohibiting the use of cellphones during class. I call this practice into question by considering the potential benefits of using Smartphone (SP) technology to supplement language instruction. I begin with an examination of current practices regarding the use of SP technology in university-level language classrooms and demonstrate that, although a majority of instructors and students own a SP device, the available data suggest that SP technology is not being taken advantage of for instructional purposes. Language instructors have legitimate concerns regarding the use of SP devices in class, and several of these are discussed, along with ways these issues might be mitigated. The last part of the article is dedicated to providing guidance for selecting SP applications (apps) to supplement language instruction, and several specific apps that can be used in the language classroom are highlighted.

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Application of Resource–Based Learning (RBL) in Nigerian Language Teaching and Learning: The Case of Ìgbò Language

AFRREV IJAH An International Journal of Arts and Humanities ◽

10.4314/ijah.v9i1.3 ◽

2020 ◽

Vol 9 (1) ◽

pp. 21-27

Author(s):

Ugochi Happiness Ikonne,

Keyword(s):

Key Words ◽

Teaching And Learning ◽

Language Teaching ◽

Independent Study ◽

Foreign Languages ◽

Oral Literature ◽

Cultural Activities ◽

Language Courses ◽

Teaching Learning ◽

Grammar Lessons

In this technological dispensation, foreign languages are already on board with ICT applications and advancement with different language courses online thereby encouraging independent study of these languages. Teaching and learning of Nigerian languages cannot be said to be at a comparable rank with these foreign languages in this respect. In view of the seemingly lack of interest in the Nigerian languages study ad usage, it is believed that the application of Resource-Based Learning in this scenario will rekindle interest as well as place Nigerian languages study in a comparable terrain with their foreign languages’ counterparts. This paper explored the possibility of applying Resource-Based Learning in the teaching and learning of Nigerian languages in this ICT dispensation. It is delimited to the application of RBL on the teaching/learning of Ìgbò grammar, culture and literature. Recommendations include creating of online Ìgbò grammar lessons, running audio/visual documentaries and cutting/burning into CDs, different cultural activities, different aspects of Ìgbò oral literature like, folksongs, folktales, ballads, anecdotes, lullabies, satires, getting learners to act out same etc. Text writers are encouraged to develop varieties of children’s literature and story books. Key Words: Resource-based Learning, teaching, learning and Ìgbò language.

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Silence is Gold?: A Study on Students’ Silence in EFL Classrooms

International Journal of Higher Education ◽

10.5430/ijhe.v9n4p153 ◽

2020 ◽

Vol 9 (4) ◽

pp. 153

Author(s):

Hanh Thu Nguyen

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Psychological Factors ◽

Teaching And Learning ◽

Structured Interview ◽

Foreign Languages ◽

Theoretical Discussion ◽

Verbal Participation ◽

English Major ◽

Efl Classrooms

The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students’ in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a university of foreign languages in Hanoi, Vietnam and the data are collected via questionnaire and semi-structured interview. The findings indicate various causes of students’ classroom silence: personal and impersonal, linguistic and psychological factors such as students’ personality and language proficiency, teachers’ methodology, lesson contents, and class cooperation. Together with the theoretical discussion, the empirical evidence revealed by this study can perhaps help applied linguistics practitioners/ teachers gain more heightened awareness and deeper understanding of students’ silent behavior. The current study purposefully targets at enhancing both the English teaching and learning efficiency at this foreign-language university.

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DEVELOPING LEARNER AUTONOMY-BASED FOREIGN LANGUAGE PROFICIENCY ENHANCEMENT MODEL FOR VIETNAM’S PUBLIC OFFICIALS, CIVIL SERVANTS AND PUBLIC EMPLOYEES

VNU Journal of Foreign Studies ◽

10.25073/2525-2445/vnufs.4287 ◽

2018 ◽

Vol 34 (4) ◽

Author(s):

Nguyen Ngoc Luu Ly

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Teaching And Learning ◽

State Level ◽

Learner Autonomy ◽

Civil Servants ◽

Foreign Languages ◽

Public Employees ◽

Public Officials ◽

Foreign Language Proficiency

Autonomy is a popular research theme among scholars worldwide. This article explains the selection, analysis, evaluation and deployment of learner autonomy model which is suitable for Vietnam’s public officials, civil servants and public employees to acquire and master foreign languages who would benefit from the State-level research project A study to develop foreign language proficiency enhancement models for public officials, civil servants and public employees in the Customs, Foreign Relations, Tourism and Border Guards sectors for public service delivery amidst the international integration trend in the Northwest conducted by ULIS-VNU under the Program “Science and Technology for sustainable development of the Northwest” coded KHCN-TB/13-18. The article also formulates recommendations on ways to improve foreign language proficiency for Vietnam’s public officials, civil servants and public employees, considering that there is a need for innovation in foreign language teaching and learning methods in order to enable learners to use foreign languages at work effectively.

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Creating Supportive Environments for CALL Teacher Autonomy

Handbook of Research on E-Learning Methodologies for Language Acquisition ◽

10.4018/978-1-59904-994-6.ch024 ◽

2011 ◽

pp. 387-408 ◽

Cited By ~ 1

Author(s):

Renata Chylinski ◽

Ria Hanewald

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Teacher Autonomy ◽

Special Focus ◽

Theoretical Frameworks ◽

Overseas Students ◽

Online Portal ◽

Language Courses

This chapter reports on a study undertaken on the impact of pedagogical and technological innovations in language teaching and language learning, with a special focus on creating online institutional environments to support teachers’ autonomy in computer assisted language learning (CALL). This study took place at MUELC, a self-funded teaching institution that belongs to a network of Australian universities offering English Language Courses for Overseas Students (ELICOS). Significant expansion in student enrollments has resulted in programs across four locations with all language teachers involved in CALL delivery. Fostering and supporting teacher autonomy became the key premise for the creation of multifaceted in-house CALL support initiatives, one of them an online portal containing resources for teaching and learning as well as tools for reflection on practice and opportunities for professional development. Language teachers have been building this intranet portal site using the theoretical frameworks of practitioner-based inquiry and organizational change management. The evaluation of this study reflects the duality of the research aims; namely, the features of the developed product and the learning process of the teachers involved. This may be of value to other language institutions embarking on similar online projects.

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Creating Supportive Environments for CALL Teacher Autonomy

Instructional Design ◽

10.4018/978-1-60960-503-2.ch403 ◽

2011 ◽

pp. 840-860

Author(s):

Renata Chylinski ◽

Ria Hanewald

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Teacher Autonomy ◽

Special Focus ◽

Theoretical Frameworks ◽

Overseas Students ◽

Online Portal ◽

Language Courses

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The Reflective Learner: Perspectives of Engineering Faculty Engaged In Learning through Service

International Journal for Service Learning in Engineering Humanitarian Engineering and Social Entrepreneurship ◽

10.24908/ijsle.v9i2.5448 ◽

2014 ◽

Vol 9 (2) ◽

pp. 29-46

Author(s):

Bowa George Tucker ◽

David O. Kazmer ◽

Angela R. Bielefeldt ◽

Kurt Paterson ◽

Olga Pierrakos ◽

...

Keyword(s):

Extracurricular Activities ◽

Teaching And Learning ◽

The United States ◽

Faculty Members ◽

Engineering Faculty ◽

Engineering Programs ◽

The Past ◽

Service Activity ◽

Personal Skills ◽

Effective Teaching And Learning

Over the past decade, Learning through Service (LTS) has proliferated in higher education as an effective teaching and learning method. LTS is an umbrella term that includes both curricular and extracurricular activities, recognizing that there are many models that exist currently for how faculty members use opportunities for students to learn while providing service to a community. Reflection by the students on their service activity provides rich opportunities for students to add meaning to their learning through engagement with community. While, many colleges and universities in the United States have increased the use of LTS in engineering programs, there has been limited study to evaluate engineering faculty perception of the purpose of reflection in support of facilitating and assessing the expected learning outcomes. In this research, twenty-six interviews were conducted with engineering LTS practitioners to explore how and why engineering faculty incorporate reflection in LTS efforts. The findings reveal that majority of engineering LTS faculty practitioners engage students in reflection to enhance the professional development skills of their students, with fewer of the faculty using reflection to develop students’ personal skills.

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