scholarly journals TEACHING ENGLISH BY MEANS OF THEATRICALIZED ACTIVITIES

2021 ◽  
Vol 13 (2) ◽  
pp. 55-61
Author(s):  
Svetlana Gavrilova ◽  
◽  
Svetlana Korobova ◽  
Elena Nesvetaeva ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
English Language ◽  
Effective Means ◽  
Language Education ◽  
Research Problem ◽  
Practical Experience ◽  
Educational Process ◽  
Main Task ◽  
Teaching English

The problem of finding effective methods of teaching foreign languages, focused on quick and easy assimilation of language material, its activation in the process of communication in various life situations, is the subject of numerous pedagogical discourse. A modern teacher is a mentor of the educational process, and is able to use a wide methodological and technological pedagogical toolkit. Among the most important problems of modern linguodidactics is the weak motivation of students to learn a foreign language in the absence of a linguistic environment. Therefore, the main task of organizing the educational process in teaching a foreign language is to develop students' interest in the language. The article focuses on the authors' practical experience on the use of theater technologies in additional language education and presents a tested foreign language teaching program. The research problem: what is the role of theatrical activities in teaching English? The purpose of the research is to substantiate the potential of theatrical activity in teaching English. The research methods used are observation, generalization, analysis. The research results: the influence of the means of theatrical activity on the process of teaching English to schoolchildren has been described; the understanding of theatricalization as an interactive educational technology in the English classroom has been presented; the experience of using elements of theater in extracurricular activities for the study of the English language have been described; the arguments of theatrical activity as an effective means of teaching a foreign language have been substantiated. Key findings: the means of theatrical activity include the following theatrical techniques: roleplay when reading foreign texts, a theatrical story about a character / historical personality, a scene, sketches, games, etc. Theatrical technologies complement the traditional form of the classroom, contributing to the development of open dialogical communication, the emotional component, broadening the horizons of students, which makes it possible to expand the range of opportunities for teaching a foreign language.

EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

2020 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Ni Putu Linda Nariyati ◽  
Sudirman Sudirman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
Educational Process ◽  
Teaching English ◽  
English As Foreign Language ◽  
Mobile Assisted Language Learning ◽  
Education Data

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.

Peculiarities of use of interactive technologies of teaching English language in training of the future masters-philologists

2019 ◽  
Vol XV ◽  
pp. 293-305
Author(s):  
Ìvan Rusnak ◽  
Âroslav Nagornij ◽  
Marina Vasilik
Keyword(s):  
Higher Education ◽  
English Language ◽  
Effective Means ◽  
Language Education ◽  
Role Playing ◽  
Foreign Languages ◽  
Professional Activity ◽  
Teaching English ◽  
Interactive Technologies ◽  
The Future

The article substantiates the necessity of introducing the newest tech-nologies of teaching English in the process of training future masters – teachers in the system of higher education of Ukraine and professionals-practitioners in other areas of public life of the state. This need is condi-tioned by Euro-integration processes, expansion of international coop-eration of Ukraine, self-affirmation of its citizens in the European and world socio-cultural and economic space. Interactive technologies of teaching foreign languages have been recognized effective means of forming foreign language linguistic competences, tested in institutions of higher education of Ukraine, as they contribute to the formation of such vital and professional competences as information, linguistic, speech, linguistic country study, world-outlook-valuable, communicative, socio-cultural, methodical, research, and so on. This process takes place in the context of the “European Recommendations on Language Education” and the domestic linguodidactics. It is argued that the most effective technologies tested by the authors of the article and their colleagues in Ukraine are the method of projects, the method of brainstorming and the method of business role-playing games. The method of projects motivates students to find ways to inde-pendently solve practical problems and issues, develops the skills of joint educational activities in achieving a specific goal. The method of brain-storming (assault) contributes to the generation of ideas that will help in a small amount of time to solve the task, set to the training group. Its value is in the number of ideas offered, and not only in their quality, although not all ideas will be implemented. The role-playing game helps in mastering the skills of the future professional activity, provides stu-dents with communication, facilitates the transfer of acquired experi-ence, acquires new knowledge, develops communication skills, thinking and imagination. It is concluded that the use of these interactive technologies in the teaching of English is the effective factor in improving the quality of pro-fessional and communicative training of the future teachers of foreign languages in institutions of higher and general secondary education of Ukraine, ensuring their competitiveness in the European educational space.

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 INNOVATIVE PRINCIPLES OF ENGLISH LANGUAGE TEACHING AT NON-SPECIAL FACULTIES OF HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 128-136
Author(s):  
Ivan Rusnak ◽  
Maryna Vasylyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Multimedia Technologies

The article substantiates the relevance of improving the quality of foreign language education of graduates of higher education institutions of non-special faculties as a means of their professional mobility in the domestic and world labor market and intercultural communication in modern globalized world. It is focused on ensuring the innovative development of its teaching methods, the introduction of modern technologies, bringing the learning process in line with world and European requirements.The classification of teaching methods in pedagogical science is considered, among which the classification of A. Beliaev, based on the active interaction of subjects of the educational process, is determined as the most appropriate for mastering a foreign language.The most effective didactic methods (project method, method of “brainstorming”, method of business and didactic games) are described. They are applied in learning English at non-special faculties and specific examples of their use in classes both in the classroom and outside it, in real professional and life situations.The peculiarities of using modern information and multimedia technologies in teaching English and innovative approaches in the formation of skills and abilities in reading, writing, communicative competencies are highlighted. The didactic possibilities of electronic platforms MOODLE and Pearson in proficiency in English are revealed.It was found that the expansion of interstate ties, integration into Europe, adherence to world values and the process of globalization has increased the opportunities for contacts with native speakers. Therefore, the study of a foreign language in higher school acquires practical significance, and the communicative function of the language plays a major role in the process of expressing feelings, judgments and assimilation of information and knowledge presented in any form. Keywords: English language, innovative principles, teaching methods, information technologies, multimedia technologies, non-special faculties, educational applicants, communicative competences, institutions of higher education, educational process.

scholarly journals Master Class as Part of Musicians Professional and Practical Training

2021 ◽  
Vol 4 (2) ◽  
pp. 219-229
Author(s):  
Tetiana Pistunova
Keyword(s):  
Music Education ◽  
Professional Competence ◽  
Effective Means ◽  
Cognitive Activity ◽  
Research Problem ◽  
Practical Experience ◽  
Educational Process ◽  
Practical Training ◽  
National University ◽  
Methods Analytical

The article examines the features of practical training and independent work of musicians in art institutions of higher education, presents the experience of introducing master classes as a methodological component of the educational program ‘Musical Art’ for ‘Bachelor’ and ‘Master’ degrees. The purpose of the research is to analyze the practical experience of using the master class method in training musicians for the educational programs ‘Bachelor’, ‘Master’. The research methodology consists of several general scientific and special methods: analytical-search – to clarify the concepts of research; problem-search and observation method – to identify the main features of the master class; comparative – to compare the educational process as a whole and the method of transferring information within the framework of master classes; classification – for grouping master classes by type, method of conducting and tasks. The scientific novelty of the research consists in a comprehensive understanding of the practice of conducting master classes as an integral part of the professional competencies’ formation of music students in institutionalized higher music education, their systematization and classification by types, methods and tasks. Conclusions. The analysis of many of master classes held at the Kyiv National University of Culture and Arts made it possible to make some generalizations of practical experience and propose the following classification by type: conceptual master class, practice-oriented master class, combined master class. Own experience of initiating, planning and conducting master classes and pedagogical observation proves that the construction of the author's models of the educational process in real-time, the practical mastering of music skills within the framework of the broadcast of experience, the activation of the cognitive activity of music seekers are the most effective means of exchange and popularization of modern technologies, techniques, programs to improve professional competence, the formation of an individual creative performing style.

scholarly journals Types of interactive methods of teaching english for technical students

2018 ◽  
Author(s):  
Tetiana Kravchyna
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Interactive Learning ◽  
Educational Process ◽  
Interactive Methods ◽  
Learning Activity ◽  
Teaching English ◽  
Interactive Teaching ◽  
Active Interaction

Social, technical and economic changes that have taken place in the country in recent years make new demands on specialists in various fields of knowledge, and technicians are not exception. The English language study plays a major role in forming professional qualities of future technicians. The implementation of tasks requires the use of various methods in teaching English to students of technical departments, but the main methodological innovations today involve the use of interactive methods. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods, become a thoughtful professional, which means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. In turn, students learn to think critically, solve difficult problems based on analysis of circumstances and relevant information, make thoughtful decisions, participate in discussions, communicate with other people. Participants of interactive learning set learning objectives, develop a learning activity, identify problems in the course of training, study the reflection of their training activities. The article describes the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language classes with students of technical departments. The interactive learning is important for personal and professional development. Interaction helps involve students in performing activities with technical terms, and such activities can enhance vocabulary acquisition and promote the development of lexical skills. Students are able to take control of their learning process and also figure out their preferred resources with the help of interactive technology. In this way, they can choose the method to present projects and also develop important research skills for the upcoming days. Furthermore, students are able to develop their communication as well as collaborative expertise by working on shared projects or documents and this will help them significantly afterward when they mature into working individuals. The author comes to the conclusion that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of technical communication.

scholarly journals Application of contextual approach to teaching English for special purposes in higher military educational institutions

2020 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Armed Forces ◽  
Practical Experience ◽  
Educational Institutions ◽  
Contextual Approach ◽  
Teaching English ◽  
English Language Acquisition ◽  
Approach To Teaching

The article is dedicated to substantiating the reasons for applying a contextual approach to teaching English for special purposes (ESP) in higher military educational institutions. Even though future officers of the Armed Forces of Ukraine should meet severe requirements as to the level of English language acquisition, when English teachers enter an ESP classroom in a military university, they meet a lot of low-skilled students with a lack of motivation. The students can be afraid of expressing themselves in a foreign language; sometimes they are afraid, stressed, unwilling to speak up because they may not see any necessity in doing so. That’s why at ESP lessons teachers should focus not only on the subject-matter of the course but also increase students’ motivation, create a positive atmosphere, develop critical thinking and professional competence, encourage group work for reaching mutual goals. All above mentioned poses a challenge to the teacher, and the solution can be in applying a contextual approach to teaching English for special purposes that implies contextualization of materials to create true-to-life situations and submerge the students into job-related surrounding making them think about their previous experience and ways of its application under different circumstances. The article generalizes the practical experience of using contextualized materials at the English lessons for special purposes and proves that they help to create a meaningful environment for learners. As the result the students demonstrate an eagerness to express themselves using a foreign language, they are involved in the lesson and ready to work in a team. So, using contextualized materials at the English lessons for special purposes in higher military educational establishments is an up-to-date issue, as it helps to form necessary language competence of future officers, create additional motivation, and involve students in job-related activities.

scholarly journals Methods of formation of modern English-language linguistic and cultural competence of secondary school students

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 142-152
Author(s):  
Kateryna Krotik
Keyword(s):  
Cultural Competence ◽  
Secondary School ◽  
English Language ◽  
Technological Development ◽  
Language Education ◽  
Research Problem ◽  
Educational Process ◽  
School Students ◽  
Age Related ◽  
Secondary School Pupils

The urgency of the topic is to modernise the formation of the modern English-language linguistic and cultural competence of secondary school pupils in terms of abilities and readiness of the individual for intercultural communication. The purpose of the article is to consider and describe the model presenting the methods aimed at the developing the modern topical English linguistic and cultural competence of secondary school pupils taking into account the basic requirements of the New Ukrainian School (NUS) concept and in accordance with the European recommendations on language education. Based on the theoretical and methodological analysis of the literature on the research problem, modern methodological approaches to the formation of the English-language linguistic and cultural competence of secondary school pupils are generalised. A model presenting the formation of the modern topical English-language linguistic and cultural competence of secondary school pupils has been developed, taking into account the basic requirements of the NUS concept and in accordance with the All-European recommendations on language education. This model takes into account the leading basic components as follows: modern pedagogical, psychological and methodological principles facilitating the organisation of the educational process based on the postulates of partnership pedagogy; child-centeredness; positive, age-related and cognitive psychology; subcompetence-, activity- and competence-based approaches. The presented method aimed at forming the modern English-language linguistic and cultural competence of secondary school pupils is an attempt to timely resolve the contradiction between the rapid technical and technological development of personality in ontogenesis and the gradual decline of his / her linguistic and cultural, in particular English-speaking, competence. Modern and relevant topics are offered to acquaint the profession-related audience with the subjects of English language teaching. A sample "Workbook" is presented.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Country study commentary as one of the forms of implementation of interdisciplinary relations

2020 ◽  
Vol 60 (11) ◽  
pp. 61-64
Author(s):  
Lala Mustafa Akhundzadeh ◽  
◽  
Nailya Agaguseyin Orujeva ◽  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Effective Means ◽  
Educational Process ◽  
Educational Institutions ◽  
Regional Studies ◽  
Highly Qualified ◽  
English History ◽  
Language Classes ◽  
Country Study

This article deals with the method of using regional studies in foreign language classes in a non-linguistic university. It speaks about the realization of interdisciplinary relations as one of the effective means of professsionalizing the educational process. The paper also considers some variants of activities at the English lessons. Combinations of such subjects as Geography and English, History and English are presented. The interests of students in the field of their specialty are revealed. The interdisciplinary relations as a means of increasing general education and cultural potential of higher educational institutions are also highlighted. The necessity for highly qualified specialists in various specialities is emphasized in this article. Key words: interdisciplinary relations, integration, didactic principles, linguistic and country studies, differentiation of sciences, the emergence of fringe sciences

Sign in / Sign up

Export Citation Format

Share Document