scholarly journals Ludičke aktivnosti u nastavi španskog jezika

2021 ◽  
Vol 18 (1) ◽  
pp. 303-314
Author(s):  
Sonja Pajić ◽  
◽  
Milena Radovanović
Keyword(s):  
Foreign Language ◽  
Web Sites ◽  
Language Teaching ◽  
Lesson Plan ◽  
Spanish Language ◽  
Language Teachers ◽  
Team Work ◽  
Target Language ◽  
Level Of Knowledge ◽  
Teachers Attitudes

This paper aims at emphasising the importance of ludic activities in teaching Spanish as a foreign language. There are many advantages of applying ludic ac- tivities in Spanish language teaching. Due to a real context that can be achieved by ludic activities, students have the opportunity to use the target language directly. They improve their motivation, creativity and team work, and practice many different language skills. The adequate application of ludic activities is essential. It is very important for teachers to prepare the lesson plan properly. They should keep in mind factors such as the level of knowledge, the age and intеrests of their students. There are a number of manuals and web sites that can help teachers organize ludic activities in teaching. Considering the fact that ludic activities in Spanish language teaching in Serbia have not been sufficiently researched, we conducted a survey to examine the attitudes of Spanish language teachers on this topic. Teachers’ attitudes towards ludic activities have been shown to be positive. Some teachers stressed the need of organizing seminars and trainings. The results of the survey can serve as the basis for further research in this field and more attention should be paid to this topic.

scholarly journals Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century

2018 ◽  
Vol 13 (1) ◽  
pp. 239-260
Author(s):  
Inga Savickienė ◽  
Laura Raščiauskaitė ◽  
Aušra Jankauskaitė ◽  
Loreta Alešiūnaitė
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
General Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Language Teaching ◽  
Spanish Language ◽  
Language Teachers ◽  
The European Union ◽  
Language Teaching And Learning

Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.

scholarly journals ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE

2021 ◽  
pp. 33-41
Author(s):  
Marianna Levrints (Lőrincz) ◽  
Svitlana Myshko ◽  
Kateryna Lizák
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Teacher Effectiveness ◽  
Language Teaching ◽  
Language Teachers ◽  
Self Report ◽  
Target Language ◽  
Snowball Sampling ◽  
Foreign Language Teachers ◽  
Significant Difference

  The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness.  Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes. 

scholarly journals Implications of Selected Use of Learner’s First Language in English Language Teaching

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Nan Kang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Social Functions ◽  
Limited Effect ◽  
Negative Impacts

This academic essay is an assessed coursework in Approaches and Methods in Language Teaching for taught postgraduate in School of Languages, Linguistics, Queen Mary University of London. This essay seeks to identify the necessity of inclusion of First Language  in foreign language teaching and its following positive and negative impacts. Involving Target Language in language lessons is a bright idea due to its cognitive, communicative and social functions, though it might cause a few problems, such as the limited effect on elite students, the inefficient and time- consuming learning process, student’s over-reliance of L1. In the end, the essay provides a few teaching suggestions for language teachers.

The Use of LearningApps Tool in Foreign Language Teaching

2022 ◽  
pp. 131-155
Author(s):  
Sevgi Çalışır Zenci
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Teaching ◽  
Lesson Plan ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Web 2.0 Tools ◽  
Course Materials ◽  
Web Tools ◽  
Technological Tools

Technology plays an important role in every aspect of life. It is seen that the type of technology used in language teaching is quite diverse. Thanks to the diversity and accessibility of technological tools, teachers' opportunities have increased. Teachers need some web tools to create more effective lesson designs and course materials on the internet. Many of these web tools are Web 2.0 tools that are at the service of teachers free of charge, though limited. LearningApps is one of the Web 2.0 tools. It is a website available at learningapps.com that offers teachers materials such as worksheets and interactive applications and the opportunity to share them directly with students. The aims of this chapter are to introduce the LearningApps tool to foreign language teachers and to create activities using this tool on a sample lesson plan and to contribute to the teachers in this regard.

scholarly journals Metaphorical and Strategic Competence in the Spanish Language Teaching Classroom as a Foreign Language through Task-Based Learning Methodology

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Javier Julian Enriquez
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Spanish Language ◽  
Target Language ◽  
Classical Literature ◽  
Literary Value ◽  
Strategic Competence ◽  
Language Classroom ◽  
Speakers Of Other Languages

This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a Golden Age poet, Gongora, considered by most literary critics as the most influential and important poet in Spanish-language poetry, whose works represent the most admirable literary masterpieces  in the western classical literature and Baroque poetry. In the same way, we would like to bring to light his literary value, excellent, and didactic potential for teaching poetry in the second language classroom, underpinned by a Task-based Learning methodology.

scholarly journals SOME LINGUISTIC SUGGESTIONS IN CONDUCTING MALAY LANGUAGE CLASSES

2021 ◽  
Vol 22 (1) ◽  
pp. 104-117
Author(s):  
KENICHI NAMAI
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Target Language ◽  
Student Centered ◽  
Alternative Teaching ◽  
Language Classes ◽  
Quiet Students

Despite some skeptics, most foreign language teachers, especially those of English as a Foreign Language (EFL)/English as a Second Language (ESL), advocate Communicative Language Teaching (CLT) and have long been conducting student-centered communicative activities in their classrooms. This paper argues that CLT is generally ineffective in teaching quiet students and students with little motivation. In the context of teaching Malay as a foreign language, it introduces an alternative teaching approach that requires teacher-centered drill activities, which have been shown effective in EFL teaching in Japan, a country known for its typically quiet students, most of whom do not see a point in acquiring any practical skills of English. The paper demonstrates the necessity of explaining basic syntactic rules, some of which tend to be taken for granted, that are crucial in helping students of Malay develop a systematic grammar of their target language. Keywords: English education; Communicative language teaching; Japan; Grammar

scholarly journals The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Tilen Smajla
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Foreign Teachers ◽  
School Year ◽  
Teachers Attitudes ◽  
Basic Content ◽  
Education Process

This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

MLA Foreign Language Proficiency Tests for Teachers and Advanced Students

PMLA ◽  
1962 ◽  
Vol 77 (4-Part2) ◽  
pp. 31-42
Author(s):  
Wilmarth H. Starr
Keyword(s):  
Foreign Language ◽  
American Association ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Language Program ◽  
Modern Language ◽  
South Central

I. Brief History of the Project: Since 1952, the Foreign Language Program of the Modern Language Association of America, responding to the national urgency with regard to foreign languages, has been engaged in a vigorous campaign aimed in large part at improving foreign-language teaching in our country.In 1955, as one of its activities, the Steering Committee of the Foreign Language Program formulated the “Qualifications for Secondary School Teachers of Modern Foreign Languages,” a statement which was subsequently endorsed for publication by the MLA Executive Council, by the Modern Language Committee of the Secondary Education Board, by the Committee on the Language Program of the American Council of Learned Societies, and by the executive boards or councils of the following national and regional organizations: National Federation of Modern Language Teachers Associations, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Spanish and Portuguese, American Association of Teachers of Slavic and East European Languages, Central States Modern Language Teachers Association, Middle States Association of Modern Language Teachers, New England Modern Language Association, Northeast Conference on the Teaching of Foreign Languages, Northwest Conference on Foreign Language Teaching, Philological Association of the Pacific Coast, Rocky Mountain Modern Language Association, South Atlantic Modern Language Association, and South-Central Modern Language Association.

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