scholarly journals An examination on the word of b1 level Turkish reading texts

2020 ◽  
Vol 26 (4) ◽  
pp. 30-37
Author(s):  
Erzhan Petek ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Special Importance ◽  
Analysis Method ◽  
Cultural Transfer ◽  
Language And Culture ◽  
Frequency Of Use ◽  
Reading Texts

Language and culture are inseparable like meat and nails. Language teaching is not only teaching words or grammar, but also the culture in which that language develops. Reading texts in language teaching books have a special importance in order to ensure cultural transfer. In this study, an evaluation was made on the vocabulary in reading texts in B1 level Turkish books. In addition, this study was prepared to determine the frequency of use of words in Yedi İklim Turkish, Istanbul Turkish for Foreigners and Yesevi Turkish B1 level, which were prepared as the main source in teaching Turkish as a foreign language with the "Zemberek" analysis method, and how often which types of words were used.

scholarly journals Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽  
2018 ◽  
Author(s):  
Heather Adams ◽  
Laura Cruz-García
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Oral Performance ◽  
Specific Language ◽  
Language And Culture ◽  
Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

scholarly journals Error Analysis and Teaching Strategies of Chinese Time Adverbs “Zai” and “Cai” for Indonesian Students

2019 ◽  
Vol 13 (2) ◽  
pp. 93
Author(s):  
Laurencia Noviana
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Questionnaire Survey ◽  
Language Teaching ◽  
Chinese Language ◽  
Language And Culture ◽  
Use Of Time ◽  
Modern Chinese ◽  
Chinese Language Teaching ◽  
Teaching Chinese

This research aimed at investigating Indonesian students’ mastery of Chinese adverbs zai (再) and cai (才). Modern Chinese adverbs were a difficult point in teaching Chinese as a foreign language. The time adverb of modern Chinese, zai (再) and cai (才), was an adverbial adverb easily misused by Indonesian students because these two adverbs had the same counterpart in Indonesian language. This research conducted a questionnaire survey among 83 Indonesian students in China. The questionnaire was a test about the use of time adverbs zai (再) and cai (才). The sentences that test 10 questions all came from the BCC corpus of Beijing Language and Culture University. After investigation, it is found that Indonesian students’ errors are more obvious. The researcher hopes that it can supplement the research achievements of Indonesian students in learning Chinese adverbs, and arouse more scholars to study the characteristics of learning Chinese adverbs for Indonesian students and promote the development of Chinese language teaching in Indonesia.

scholarly journals An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam

2021 ◽  
Author(s):  
◽  
Si Thang Kiet Ho
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Culture Learning ◽  
Language And Culture ◽  
Efl Classrooms ◽  
Language Teaching And Learning

<p><b>Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural world. Language and culture are seen as interwoven and inseparable components and therefore learning a foreign language inevitably means learning about other ways of being and behaving. Many foreign language programmes around the world, particularly in North America, Europe, Australia and New Zealand, have adopted an intercultural pedagogy which seeks to integrate into the language teaching experience opportunities for developing intercultural competence for language learners. This study investigates intercultural teaching and learning in tertiary EFL classrooms in Vietnam, a context in which intercultural approaches to language teaching and learning have not been widely considered.</b></p> <p>The study consisted of three phases. The first phase involved a curriculum review in which I critically evaluated the extent to which culture and culture learning are represented in the curriculum frameworks for tertiary EFL programmes and in the national education policy on foreign language education in Vietnam. The findings showed that the importance of culture and culture learning is not emphasised, and the designation of culture to separate culture courses establishes a separate status, construct and treatment of culture and culture learning in the EFL programmes.</p> <p>In the second phase of the study, I analysed the perceptions of fourteen Vietnamese EFL teachers and two hundred Vietnamese EFL students on culture in language teaching and learning, and their classroom practices. The findings indicated that the teachers' beliefs about culture teaching revealed a predictable priority for teaching language rather than culture. Their culture teaching practices were greatly influenced by their perceptions and beliefs regarding culture in language teaching. The students also treated culture as a subordinate priority in language learning. Overall, they found culture learning beneficial for their language learning and supported the teachability of language and culture in EFL classes. Both the teachers and students identified a number of constraints that restricted their opportunities and motivation to engage in teaching and learning culture.</p> <p>The third phase of the study involved an empirical study investigating the effect of adopting an intercultural stance in English speaking lessons on thedevelopment of the learners' intercultural competence. Over a nine-week teaching period, eighteen English speaking lessons (90 minutes / lesson / week) for two equivalent, intact classes (seventy-one students) were observed. For one class, the lessons were adapted to reflect the principles of intercultural language learning. For the other, no changes were made. The results showed that the intercultural competence of learners in the intercultural class increased by significantly more than that of learners in the standard class. In particular, the students in the intercultural class were able to better articulate ethnorelative awareness and attitudes towards their home culture and the target culture. The findings also showed that the reflective journal was an effective tool to assess learners' process of acquiring intercultural competence, particularly affective capacities that are not easy to evaluate by other means.</p> <p>Overall, the study provided evidence for the feasibility of intercultural teaching and learning in tertiary EFL classrooms in the Vietnamese context. It also showed that intercultural teaching and learning cultivated learners' affective capacities which are often overlooked in the EFL classroom. It is hoped that the study can inform the work of curriculum designers, education policy-makers as well as EFL teachers and students for the implementation of intercultural language teaching and learning in Vietnam and elsewhere.</p>

scholarly journals An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam

2021 ◽  
Author(s):  
◽  
Si Thang Kiet Ho
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Culture Learning ◽  
Language And Culture ◽  
Efl Classrooms ◽  
Language Teaching And Learning

<p><b>Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural world. Language and culture are seen as interwoven and inseparable components and therefore learning a foreign language inevitably means learning about other ways of being and behaving. Many foreign language programmes around the world, particularly in North America, Europe, Australia and New Zealand, have adopted an intercultural pedagogy which seeks to integrate into the language teaching experience opportunities for developing intercultural competence for language learners. This study investigates intercultural teaching and learning in tertiary EFL classrooms in Vietnam, a context in which intercultural approaches to language teaching and learning have not been widely considered.</b></p> <p>The study consisted of three phases. The first phase involved a curriculum review in which I critically evaluated the extent to which culture and culture learning are represented in the curriculum frameworks for tertiary EFL programmes and in the national education policy on foreign language education in Vietnam. The findings showed that the importance of culture and culture learning is not emphasised, and the designation of culture to separate culture courses establishes a separate status, construct and treatment of culture and culture learning in the EFL programmes.</p> <p>In the second phase of the study, I analysed the perceptions of fourteen Vietnamese EFL teachers and two hundred Vietnamese EFL students on culture in language teaching and learning, and their classroom practices. The findings indicated that the teachers' beliefs about culture teaching revealed a predictable priority for teaching language rather than culture. Their culture teaching practices were greatly influenced by their perceptions and beliefs regarding culture in language teaching. The students also treated culture as a subordinate priority in language learning. Overall, they found culture learning beneficial for their language learning and supported the teachability of language and culture in EFL classes. Both the teachers and students identified a number of constraints that restricted their opportunities and motivation to engage in teaching and learning culture.</p> <p>The third phase of the study involved an empirical study investigating the effect of adopting an intercultural stance in English speaking lessons on thedevelopment of the learners' intercultural competence. Over a nine-week teaching period, eighteen English speaking lessons (90 minutes / lesson / week) for two equivalent, intact classes (seventy-one students) were observed. For one class, the lessons were adapted to reflect the principles of intercultural language learning. For the other, no changes were made. The results showed that the intercultural competence of learners in the intercultural class increased by significantly more than that of learners in the standard class. In particular, the students in the intercultural class were able to better articulate ethnorelative awareness and attitudes towards their home culture and the target culture. The findings also showed that the reflective journal was an effective tool to assess learners' process of acquiring intercultural competence, particularly affective capacities that are not easy to evaluate by other means.</p> <p>Overall, the study provided evidence for the feasibility of intercultural teaching and learning in tertiary EFL classrooms in the Vietnamese context. It also showed that intercultural teaching and learning cultivated learners' affective capacities which are often overlooked in the EFL classroom. It is hoped that the study can inform the work of curriculum designers, education policy-makers as well as EFL teachers and students for the implementation of intercultural language teaching and learning in Vietnam and elsewhere.</p>

scholarly journals Which Cultural Aspects do The Textbooks of Teaching Turkish to Foreigners Transfer?

2018 ◽  
Vol 9 (2) ◽  
pp. 131 ◽  
Author(s):  
Sami BASKIN
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Cultural Awareness ◽  
Interpersonal Relations ◽  
Daily Life ◽  
Language Teaching ◽  
Target Language ◽  
Cultural Elements ◽  
Language And Culture ◽  
Cultural Aspects

Teaching a foreign language aims at not only teaching the language and language skills, but transferring the culture of the target language. The main reason for that is people learn the target language as a standby in addition to learning the language. It is important that the more individuals learn the cultural features of the country the more they understand the language better. It is an undeniable fact that language and culture are inseparable parts, so culture should be learned simultaneously while learning that language. Because of that relationship between language and culture, language teaching also means teaching culture. Foreign language textbooks reflect the characteristics of the language-speaking community and make it a cultural product of that language. This study is to identify the place and importance of the textbooks used in teaching Turkish to foreigners in the target language teaching and to research which cultural items these books convey. Thus,  A1-A2 level textbooks of the Turkish teaching set for Gazi Foreigners were selected as a sample and done document analysis to identify what these sources include in terms of "daily life, interpersonal relations, values and education, literature-arts and music, traditions and folklore, social life, geography and space, foreign (universal) cultural elements". It was observed that the elements of Turkish culture concentrated on the relation between daily life and interpersonal relations, and there was no balanced distribution among other cultural elements. Therefore, these books need to be reviewed so that they can raise cultural awareness of the students.

scholarly journals THE USE OF HEDGING DEVICES IN APPLIED LINGUISTICS ACADEMIC DISCOURSE: THE CASE OF READING IN A FOREIGN LANGUAGE AND ENGLISH LANGUAGE TEACHING RESEARCH ARTICLES

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Nguyen Tuan Anh
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Document Analysis ◽  
English Language Teaching ◽  
Research Articles ◽  
Analysis Method ◽  
Research Article ◽  
The Difference

Hedging enables academic writers be able to mitigate claims and minimize the impositions that may be found in such claims (Hyland, 1996). Although the literature has had vast research on hedging in research articles, not much has been known about the difference or similarity among journals in one field in the use of hedging devices. Using the document analysis method, the present study aims to make a comparative analysis of hedging in two linguistics research journals, namely Reading in a Foreign Language (RFL) and English Language Teaching (ELT), in order to investigate what hedging forms and functions are most frequently used in RFL and ELT, and how hedging forms and functions are distributed in the Introduction, Results, Discussions and Conclusions sections in the two journals. Based on the data analyzed, it was found that RFL and ELT research article writers tend to have the same preference for the use of different hedging forms for different equivalent purposes and functions. This similar hedging pattern is believed to be of value to those who are trained as academic writers in the field of linguistics.

scholarly journals Country Studies in teaching foreign languages at higher school

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 26-32
Author(s):  
Valery Bukach ◽  
Ganna Golubova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Language Teaching ◽  
Personal Communication ◽  
Foreign Language Teaching ◽  
Regional Studies ◽  
Teaching Process ◽  
Historical Ethnography ◽  
Language And Culture ◽  
Interdisciplinary Character

The article substantiates the relevance of the use of Country Studies materials in the English teaching process. It is emphasized on the importance of training future specialists in intercultural communication, cultural, professional and personal communication. The effectiveness of the use of Country Studies materials as an integral part of the foreign language teaching process has been revealed. It is emphasized that Country Studies material contributes to the formation of a linguistically competent personality and the upbringing of patriotism and citizenship; the success of the use of Country Studies materials in the process of teaching a foreign language and culture is determined by their interdisciplinary character. The principles that substantiate the general-didactic requirements to the organization of training, on which the systematic model of the use of Country Studies materials is based, are considered. The knowledge important for teaching alongside with the educational purposes gained during the study of their native land (geographic studies, historical ethnography, literary ethnography). Keywords: foreign language teaching, Country Studies, intercultural communication, Country Studies material, teaching Regional Studies, dialogue of cultures.

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