scholarly journals METHODOLOGY OF TEACHING A FOREIGN LANGUAGE USING THE CONCEPT OF HUMANE PEDAGOGY

2021 ◽  
Author(s):  
Oksana Akifyeva ◽  
Elmira Uteubayeva
Keyword(s):  
Foreign Language ◽  
Personality Traits ◽  
Current Situation ◽  
Educational Material ◽  
Literary Texts ◽  
English Teacher ◽  
Modern School ◽  
Approach To Teaching

This article describes the methods of teaching a foreign language at school using the concept of humane pedagogy. The authors analyze the current situation in a modern school, and also propose specific methods of working with educational material in English lessons, which help an English teacher to form humane personality traits in students. The article also draws special attention to the potential of literary texts, proverbs, sayings and features of English speech etiquette for educating students from the position of a humane approach to teaching

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

Effects of English usage on Facebook and personality traits on achievement of students learning English as a foreign language

2014 ◽  
Vol 42 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Po-Chi Kao ◽  
Philip Craigie
Keyword(s):  
Foreign Language ◽  
Personality Traits ◽  
Big Five ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Unique Contribution ◽  
Pearson Product Moment Correlation ◽  
English Usage ◽  
The Impact ◽  
Learning English

In this study we explored the impact of English usage on Facebook (EUF) and the Big Five personality traits of 164 Taiwanese university students on their level of achievement in learning English as a foreign language (EFL). Using the Pearson product-moment correlation coefficient, we found that EUF was positively associated with extraversion and conscientiousness, but negatively related to neuroticism. The results of a simultaneous multiple regression analysis indicated that EUF, extraversion, and neuroticism accounted for a statistically significant amount of variance in EFL achievement. Of the variables, EUF made the largest significant unique contribution to the prediction of the participants' EFL achievement.

scholarly journals Środki retoryczne, liryka, glottodydaktyka – o zastosowaniu poezji na lekcji języka obcego

Neofilolog ◽  
1970 ◽  
pp. 157-166
Author(s):  
Dorota Szczęśniak Dorota Szczęśniak
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Language Teachers ◽  
Literary Texts ◽  
Language Awareness ◽  
Rhetorical Devices ◽  
Teaching Language

This paper discusses the importance of working with a literary text (especially poetry) in the context of the foreign language (FL) classroom. In order to facilitate FL teaching, language teachers are encouraged to use poetry and rhetorical devices occurring in such texts (e.g. rhymes, alliteration, metaphor etc.). The paper offers some teaching procedures and techniques based on rhetorical devices, which may prove valuable in raising FL students’ motivation and language awareness while having fun analyzing quality literary texts.

scholarly journals Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eman Adil Jaafar ◽  
Fatimah Khudair Hassoon
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Literary Texts ◽  
Literary Language ◽  
Teaching Literature ◽  
Post Test ◽  
Second Year ◽  
Literary Awareness ◽  
Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

scholarly journals O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe

2021 ◽  
Vol 12 ◽  
pp. 29-44
Author(s):  
Daniel Ferreira ◽  
Isabel Margarida Duarte
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Target Language ◽  
Literary Texts ◽  
Council Of Europe ◽  
Learning And Teaching ◽  
Language Classes

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

scholarly journals ERROR ANALYSIS IN PRONUNCIATION MADE BY THE ENGLISH DEPARTMENT STUDENTS AT IKIP BUDI UTOMO MALANG

2021 ◽  
Vol 4 (1) ◽  
pp. 29-34
Author(s):  
Marzuki Marzuki
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Education ◽  
English Department ◽  
English Teacher ◽  
Speech Sounds ◽  
Education Department ◽  
The Third ◽  
Phonetic Features ◽  
English Students

This research investigates and analyses pronunciation errors made by the students of English Education Department at IKIP Budi Utomo Malang. Errors in students’ pronunciation are  crucial problems among foreign language teacher, especially English teacher. This research aims at investigating and finally finding out pronunciation errors made by the English students of S-1. The subjects of the study are the S-1 English students in academic period 2019/2020 that total 40 students who took dictation course in the third semester. The data of the study are a group of students’ pronunciation or speech sounds. Based on the description above, there are two important problems proposed in terms of kinds of pronunciation errors and causes of pronunciation errors. Of the data analysis carried out, it is found out that kinds and causes of pronunciation errors which are classified into significant and non-significant errors. There are four causes of pronunciation errors, namely (1) some differences of speech sounds between English and Indonesian; (2) the same phonetic features which have the different distribution between English and Indonesian; (3) interference of native language; and (4) lack of practices and exposures in English pronunciation.

scholarly journals The Use of Literary Texts in EFL Coursebooks: An Exploratory Study

2020 ◽  
Vol 10 (3) ◽  
pp. 86
Author(s):  
Shaima Al-Saeed ◽  
Abdullah A. Alenezi
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Early Period ◽  
Research Area ◽  
Higher Learning ◽  
Literary Texts ◽  
Important Research ◽  
Institutions Of Higher Learning ◽  
Important Research Area ◽  
And Linguistics

This exploratory study investigates the use of literary texts in English as a foreign language (EFL) coursebooks and examines the extent to which literature is used within the coursebooks, the types of texts used as regards authenticity and recency, the criteria for selecting and adapting the texts and the ways of improving the selection and adaptation process. Multiple articles written on this subject show that the evaluation of EFL coursebooks is a relevant and important research area in the study of language and linguistics. This study gives a survey of the extent to which literary texts are used in EFL coursebooks within institutions of higher learning in Kuwait and worldwide. In this study, 44 popular EFL coursebooks (between 2015 and 2019) within higher education institutes, including those in Kuwait, were analysed. The findings demonstrated that literary texts are not included in many of the coursebooks used nowadays and that the literary texts selected were primarily from an early period (more than a century ago). Furthermore, the results revealed that the coursebooks include a large percentage of inauthentic, ill-adapted works. Consequently, this study recommends incorporating authentic literary texts in EFL coursebooks comprising modern literature.

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