ORGANIZATION OF EXTRACURRICULAR ACTIVITIES BY MEANS OF M-LEARNING TECHNOLOGY IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE IN A SECONDARY SCHOOL

2021 ◽  
pp. 35-41
Author(s):  
S. I. Bagandova ◽  
Z. G. Aliev
Author(s):  
Vjacheslav Vasil’evich Skovorodin  ◽  
Svetlana Sergeevna Vasilenko

The organization of extracurricular classes in a foreign language is an actual problem of school education. On the one hand, such classes contribute to increasing the level of the language and maintaining the motivation to learn it, on the other hand, teacher shave a great responsibility in selecting material for classes and their organization. The authors analyze the term «authentic song material» and suggest using it in classes in a foreign language on the extracurricular activities. Authentic song material has great didactic potential. It is based on a poetic text and a musical component. In the article are presented the features of the poetic text, considered the functions of the song discourse, described the possibilities of using authentic song texts in teaching of foreign languages. The authors analyze in detail the selection criteria for authentic song material for the program of foreign language extracurricular classes. The authors analyze the directions of using authentic song material in the foreign language teaching, and also give practical recommendations on its use. In the article are presented the stages of work with authentic song material, offered tasks for the development of skills in speech activity, as well as tasks for the development to linguistic and cultural literacy.


2018 ◽  
pp. 4-7
Author(s):  
S. I. Zenko

The article raises the problem of classification of the concepts of computer science and informatics studied at secondary school. The efficiency of creation of techniques of training of pupils in these concepts depends on its solution. The author proposes to consider classifications of the concepts of school informatics from four positions: on the cross-subject basis, the content lines of the educational subject "Informatics", the logical and structural interrelations and interactions of the studied concepts, the etymology of foreign-language and translated words in the definition of the concepts of informatics. As a result of the first classification general and special concepts are allocated; the second classification — inter-content and intra-content concepts; the third classification — stable (steady), expanding, key and auxiliary concepts; the fourth classification — concepts-nouns, conceptsverbs, concepts-adjectives and concepts — combinations of parts of speech.


Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.


1988 ◽  
Vol 72 (2) ◽  
pp. 163-172 ◽  
Author(s):  
EDWARD D. ALLEN ◽  
ELIZABETH B. BERNHARDT ◽  
MARY THERESE BERRY ◽  
MARJORIE DEMEL

Author(s):  
Rosnah Mohd. Sham ◽  
Mohd Nazri Latiff Azmi

This paper is part of a study which addresses the reliability of Foreign Language Anxiety Scale (FLCAS) in Malay version.  Researchers find that the reliability of an instrument is closely associated with its validity and an instrument cannot be valid unless it is reliable. However, the reliability of an instrument does not depend on its validity. Therefore, this paper investigates the reliability of the instrument called FLCAS in Malay version.  FLCAS is widely used in collecting data relating to language anxiety and perhaps the most reliable and comprehensive tool in language anxiety.  This paper objectively measures the reliability of FLCAS by using Cronbach’s Alpha, the most widely used objective measure of reliability.  The sampled population involved 302 respondents from the government secondary schools in Putrajaya Federal Territory, Malaysia.  The items had been translated into the Malay language and back translated into English.  Results show that the internal consistency of Crobanch’s Alpha 0.90.  It can be concluded that FLCAS in Malay version is an appropriate instrument to measure the levels of language anxiety among the Malaysian secondary school students who learn English as a second language.


Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>


2019 ◽  
pp. 152-160

The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because of its dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culture which should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles and practice-oriented value. The learning environment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in socio-oriented tasks using a foreign language. To be more specific, they may participate in joint projects with their peers from other countries or hold videoconferences. Variability and choice of teaching approach lies within the needs of the secondary school. If a school curriculum is designed inconsistency with CLIL, it is noteworthy to mention that teaching a foreign language as a separate subject gradually ceases being in the timetable,and CLIL becomes a part of school’s educational program. Organizing special educational programs contributes to the formation of learners.


Sign in / Sign up

Export Citation Format

Share Document