scholarly journals The Role of Reading in The Process of Foreign Language Teaching

2021 ◽  
Vol 13 ◽  
Author(s):  
Farrukh Ilyosov
Keyword(s):  
Foreign Language ◽  
Cognitive Functions ◽  
Reading Aloud ◽  
Foreign Language Teaching ◽  
Initial Stage ◽  
Important Means ◽  
Human Psyche ◽  
Educated Person ◽  
Memorization Techniques

Learning a foreign language contributes to the development of cognitive functions of the human psyche. In the process of mastering a foreign language practicing different memorization techniques, formed philological thinking, expand knowledge of reality. Especially reading helps to develop all these skills. At the initial stage of learning, reading comes to master the technique of reading aloud, and only to some extent, self-reading. As reading is one of the most important means of obtaining information and it has a significant place in the life of an educated person, this article deals with the role of reading in the process of teaching the 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.

Het Belang Van Taalkunde Voor de Toegepaste Taalkunde

1981 ◽  
Vol 11 ◽  
pp. 246-257
Author(s):  
A.G. Sciarone
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Linguistic Understanding ◽  
Language Courses ◽  
The Difference ◽  
And Linguistics ◽  
Task Division

Applied Linguistics is generally regarded as a multidisciplinary field in which didactics, psychology and linguistics participate. It is remarkable that within the context of foreign language teaching the focus is mainly on the didactic experiment and on the construction of psycholinguistic hypotheses. Yet for a linguistic-didactic experiment to be relevant, insight in what is to be taught, viz. language,is necessary. Many variants of language teaching could have been avoided with a better linguistic insight. Moreover, a better linguistic understanding in applied linguis-tics leads to a better distinction between the views of linguists on language didactics and psycholinguistics and the descriptions of language they give. In this paper the relation between grammar and vocabulary is discussed. It is argued that this distinction is based more on definition than on reality. Stressing the importance of the role of vocabulary does not imply denying or minimising the importance of grammar. On the contrary, the traditional task division in linguistics between grammar and lexicology has led to a sterile grammatical description. Recent tendencies in linguistics now show a more integrated description of grammar and vocabu-lary. Finally, with regard to the didactically important problem of vocabu-lary selection, some remarks are made concerning the difference between selection on the basis of linguistic properties and selection on the basis of usually arbitrary non-linguistic idiosyncrasies of words and the influence of this on teaching material. This is illustrated with examples from language courses.

scholarly journals Ensino de língua estrangeira: os métodos

2020 ◽  
Vol 6 (2) ◽  
pp. 249-265
Author(s):  
Milena Meira Ramos dos Santos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Foreign Language Teaching ◽  
Learning Assessment ◽  
Teaching Methodologies ◽  
Teachers And Students ◽  
Over Time

Language teaching methodologies have changed/improved over the years to meet the needs of teachers and students in the classroom. In this paper we aim to present the evolution of foreign language teaching through a description of language teaching methodologies over time. We describe the principles underlying some methodologies, the role of teacher and student, and how learning assessment is done. Authors such as Richards and Rodgers (1991), Almeida Filho (1999), Silva (2004), Pérez (2007), among others, were some of the academic experts on which we relied to conduct this study. We conclude that methods should work as a reference for the teacher, and should be adapted to each particular situation or context in which they live. Therefore, the teachers should use the methodologies that reflect their principles, reducing the distance between the theory developed by language experts and the teaching experience.

scholarly journals Polskie ekwiwalenty funkcjonalne leksemów brodino i mozzarella z włoskich kronik piłkarskich

2020 ◽  
Vol 1 (XXII) ◽  
pp. 171-186
Author(s):  
Anna Godzich
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Educational Processes ◽  
Functional Equivalent ◽  
Contrastive Linguistics

This paper discusses the presence of food-related phraseology in Italian football language and Italian football chronicles and its Polish functional equivalents. The study demonstrates the significance of the relation between contrastive linguistics and applied phraseology as brodino and mozzarella have more than one functional equivalent in Polish. Brodino can be translated as strzał tylko do statystyk, zbyt lekki strzał, zbyt lekki strzał w sam środek bramki and mozzarella as niesatysfakcjonujący remis, niedosyt, ciężkostrawny podział punktów, zwycięstwo potrzebne z uwagi na trudną sytuację w tabeli, trzy cenne punkty. As the author indicates, the presence of food-related phraseological units in Italian football terminology proves that culture-related aspects are crucial to master the target language. Hence, the role of such terminology in transla-tion of specialist and journalistic texts and the role of phraseological competences in the process of foreign language teaching should be highly important in educational processes.

Sign in / Sign up

Export Citation Format

Share Document