Ob ınnovatsıonnyh metodah obýchenııa anglııskomý ıazyký (ıgrovoı metod) [Some Ideas about Innovative Methods of Teaching English (Game Method)]

2020 ◽  
Vol 3 (117) ◽  
pp. 119-128
Author(s):  
R.B. Taýkebaeva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Cognitive Activity ◽  
Role Playing ◽  
Educational Material ◽  
Teaching English ◽  
Innovative Methods ◽  
Full Development ◽  
Role Playing Game

This article is devoted to the study of innovative methods of teaching a foreign language (English). Special attention is paid to the analysis of the phenomenon of «game method», which affects the formation of educational cognitive activity of students. The game (role-playing game) contributes to the full development of educational material, stimulates motivation and interest in communicating in English. The article also discusses the functions of the game method, analyzes the author's teaching practice. This article is of a theoretical nature, but in the process of teaching a foreign language, you can use its material to improve students' speech knowledge, skills and abilities. Данная статья посвящена изучению инновационных методов обучения иностранному языку (английскому языку). Особое внимание уделяется анализу феномена «игровой метод» («игра»), который влияет на формирование учебной и познавательной деятельности обучающихся. Игра (ролевая игра) способствует полноценному освоению учебного материала, стимулирует мотивацию и интерес к общению на английском языке. Также в статье рассматриваются функции игрового метода, анализируются цели и задачи ролевых игр на примерах из преподавательской практики автора. Данная статья носит теоретический характер, но в процессе обучения иностранному языку можно использовать ее материал для совершенствования обучающимися речевых знаний, навыков и умений.

scholarly journals Characteristics of interactive methods of foreign language training for students of non-linguistic specialities

2020 ◽  
Vol 2020 (1) ◽  
pp. 71-75
Author(s):  
Olga Sergeevna Afanasyeva ◽  
Yanina Samvelovna Morozova
Keyword(s):  
Foreign Language ◽  
Group Discussion ◽  
Role Playing ◽  
Educational Process ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Case Method ◽  
Interactive Teaching ◽  
Analytical Review ◽  
Role Playing Game

The article discusses the pedagogical conditions for organizing the educational process of teaching foreign languages, which contribute to the formation of communicative competence of students. There has been presented the analytical review of modern methods of instructing non-linguistic students in foreign languages. The analysis of methods of interactive teaching a foreign language (a group discussion, a discussion, a case method, a role-playing game, a conference) has been carried out. It has been inferred that the introduction of interactive teaching methods into the educational process has distinct advantages

scholarly journals Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages

2019 ◽  
Vol 11 (1) ◽  
pp. 312
Author(s):  
Yulya Zhurat ◽  
Natalya Davydzuc ◽  
Maria Oliynyk
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Material ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Educational Activity ◽  
Social Nature ◽  
Effective Components

Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.

scholarly journals INNOVATIVE TECHNOLOGIES AND FOREIGN LANGUAGES TEACHING METHODS AT NON-LINGUISTIC FACULTIES

2019 ◽  
pp. 214-220
Author(s):  
М. S. Vasylyk
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
High Efficiency ◽  
Role Playing ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Project Method ◽  
Role Playing Games ◽  
Interactive Education ◽  
Innovative Methods

The article reveals the effectiveness and reasonable usage of interactive methods while teaching English as a foreign language to the students of non-specialized faculties. The article shows the importance of these methods as a means of intensification, optimization and stimulation of studying process. The article analyses the concept «interactive education technology». The methods of teaching applied in an interactive process of teaching foreign languages such as situational-thematic, discussion and research are studied. The most effective in terms of assimilation of language material and the interest of students in the process of learning at non-language faculties is the project method, the method of «brainstorming» and the method of business role-playing games. Thus, these innovative methods are characterized by high efficiency of material mastering. In the process of work, students of non-language faculties develop not only organizational but also methodological and play-technical skills.

scholarly journals VERBAL AND NONVERBAL LANGUAGE: PRE-SERVICE TEACHERS’ DECISIVENESS IN TEYL

2021 ◽  
Vol 21 (1) ◽  
pp. 1-12
Author(s):  
Yuli Astutik ◽  
Oikurema Purwati
Keyword(s):  
Foreign Language ◽  
Elementary Students ◽  
Teaching Practice ◽  
English Teachers ◽  
Research Subjects ◽  
Teaching English ◽  
Essential Point ◽  
Verbal Language ◽  
Young Learners ◽  
Different Levels

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

Peculiarities of foreign language teaching on a linguocognitive basis in modern educational reality (by the example of negation in English)

2021 ◽  
pp. 50-59
Author(s):  
Sergei V. Motov
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Role Playing ◽  
Foreign Language Teaching ◽  
High Potential ◽  
Teaching English ◽  
Cognitive Approach ◽  
Role Playing Games ◽  
Key Aspects

We consider the peculiarities and prospects of modern methods of teaching English in their connection with the cognitive sciences. The key aspects of teaching English within the framework of the communicative-cognitive approach using cognitive linguistics as a linguistic basis are considered. The importance of the balance of the communicative and cognitive aspects of a foreign language lesson is substantiated while providing evidence in favor of the effectiveness of teaching a foreign language, which is of a communicative and cognitive nature. We provide examples of possible difficulties occurring while organizing foreign language teaching and suggest some ways to overcome those difficulties. The prospects for the development of communicative-oriented teaching of a foreign language are outlined. We provide evidence for high potential of foreign language teaching organized on a linguocognitive basis, in particular in a number of cases that are difficult for traditional approaches. By the example of negation in English, the effectiveness of teaching a foreign language on a linguocognitive basis is substantiated. We provide a classification of functional characteristics of negation from the standpoint of cognitive linguistics. It substantiates the potential of using role-playing games and sketches in the structure of a communicative-cognitive lesson, based on the principles of cognitive linguistics. We provide a set of examples of role-play games and sketches for teaching negation in English on a linguocognitive basis and provides evidence for their high potential in teaching the theoretical and practical aspects of English.

The Effects of Digital Game Play on Second Language Interaction

2015 ◽  
Vol 5 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Use ◽  
Role Playing ◽  
Digital Game ◽  
Game Play ◽  
Face To Face ◽  
Discourse Functions ◽  
Role Playing Game

This paper reports on a study into the effects of digital game play on learners' interaction in English as a foreign language. 30 Thai learners of English enrolled in a 15-week University language course completed 18 face-to-face classroom lessons, as well as six sessions playing Ragnarok Online, a popular online role-playing game. The game had been altered to include a number of quests for learners to complete. To gauge the effects of playing the games, participants' language use in both text and voice chats was recorded and analysed. Game play resulted in a large and significant increase in English interaction that used a wider range of discourse functions, and also resulted in significantly more frequent contributions compared with English interaction in class. We discuss some of the theoretical and pedagogical implications of these findings.

scholarly journals Linguodidactic potential of Microsoft Teams applications for teaching English vocabulary

2021 ◽  
Vol 127 ◽  
pp. 01017
Author(s):  
Ekaterina Sergeevna Osipova ◽  
Ekaterina Yuryevna Bagrova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Teaching Practice ◽  
Empirical Methods ◽  
Activity Type ◽  
Teaching English ◽  
Educational Experiment ◽  
Efl Students ◽  
Exercise Type ◽  
The Given

The paper analyzes the existing research and case studies of using Microsoft 365 Teams (MS Teams) for educational purposes while teaching English as a Foreign Language (EFL) during distance learning in the midst of the Covid-19 pandemic and provides an introduction to the innovative use of MS Teams. The given article reveals some aspects of implementing Microsoft Teams applications (MS Teams apps) with a strong linguodidactic potential (Collaboard, WordClouds, Mindomo, Kahoot, Flipgrid, Quizlet, myQuiz, Fortune Cookie) in university students’ vocabulary teaching. The authors underline the methodological value of the abovementioned MS Teams apps and give some examples of the linguodidactic use of MS Teams apps in their own EFL teaching practice. Data were collected following the methods of theoretical analysis, the educational experiment was conducted following the empirical methods. The study provides an algorithm for a new way of teaching vocabulary to EFL students during distance learning and indicates which MS Teams apps can be used in terms of the stage of teaching vocabulary, exercise type, and activity type. As a result, the most optimal combination of using MS Teams apps to teach vocabulary during distance learning has been revealed: Collaboard, Mindomo (preparation) + Quizlet, WordClouds (presentation) + myQuiz, Kahoot (practice) + Flipgrid, Fortune Cookie (production).

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