scholarly journals MOBILE TECHNOLOGIES FOR OPTIMIZING FOREIGN LANGUAGE TEACHING AT UNIVERSITY

InterConf ◽  
2021 ◽  
pp. 58-66
Author(s):  
Lesia Konoplianyk ◽  
Yuliia Pryshupa
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Personalized Learning ◽  
Foreign Language Teaching ◽  
Mobile Technologies

The article analyses the methodological potential of applying mobile technologies for optimizing foreign language teaching at a technical university. The authors specify the term “mobile learning”, analyze various mobile technologies used in foreign language teaching, indicate their advantages, and identify the language skills (reading, listening, speaking, or writing) of the undergraduates, which can be developed by using mobile technologies in foreign language learning. The study reveals the opportunities for applying these technologies for creating a personalized learning environment for students that will help transform them into active and engaged learners.

scholarly journals Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Hui Su
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Process Philosophy ◽  
Foreign Language Teaching ◽  
Innovation Research ◽  
Teachers And Students ◽  
Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

scholarly journals Use of Smartphone Applications in English Language Learning—A Challenge for Foreign Language Education

2019 ◽  
Vol 9 (3) ◽  
pp. 179 ◽  
Author(s):  
Jaroslav Kacetl ◽  
Blanka Klímová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Language Education ◽  
Research Topic ◽  
Mobile Technologies ◽  
Cognitive Capacity ◽  
Great Opportunity

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers’ encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner’s cognitive capacity, the learner’s motivation to study in both formal and informal settings, the learner’s autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students’ needs, and to deliver multiple language skills in authentic learning environments.

scholarly journals The Use of the Educational Function of Media in Foreign Language Teaching

2018 ◽  
Vol 4 (1) ◽  
pp. 48-57
Author(s):  
Kinga Bajorek ◽  
Sławomir Gawroński
Keyword(s):  
Mass Media ◽  
New Media ◽  
Foreign Language ◽  
Language Learning ◽  
Mass Communication ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Mobile Technologies

Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.

scholarly journals Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 101-105
Author(s):  
Mariana Karapetyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Language Teaching Methods ◽  
Language Teaching And Learning

While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with the theory of game. The aim of the research is to reveal how games contribute to the improvement of foreign language teaching and learning.

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals COMMUNICATIVE-ACTIVITY APPROACH IMPLEMENTATION IN THE MODERN SYSTEM OF FOREIGN LANGUAGE LEARNING

2021 ◽  
Vol 1 (2) ◽  
pp. 103-113
Author(s):  
INNA OBIKHOD ◽  
NATALIIA ZAKORDONETS ◽  
OLHA PLAVUTSKA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Life Experience ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Self Control ◽  
Modern System ◽  
Communicative Activity

The review of communicative activity key features realization approach in a modern system of foreign languages learning ​​has been carried out. It is defined that the communicative activity approach is based on the conceptual provisions of the activity and principles of communicative learning theory which gives students the opportunity to investigate problems independently, to observe, to analyze, to think critically, to argue and persuade the interlocutor as well as to make their own methods of learning a foreign language and to develop the ability to assess risks, to form constructive management of feelings, to use information and communication technologies, to interact in an adequate and creative way in all kinds of social and cultural contexts, to mobilize life experience, to apply basic / declarative knowledge and skills in practice, to create success situations, to form skills of self-control and mutual control. It is stated that modern paradigms of foreign language teaching outline the need to create conditions for active mastering of foreign language communication skills through the ability to understand and to achieve coherence in the reception and production of utterances within the communicatively significant speech formations. The main aspects of foreign language learning process on a communicative basis consider, namely: non-standard methods and forms of work that support students’ speech and mental activity and contribute to the maximum disclosure of their inner potential. It has been concluded that the effectiveness of communicatively oriented foreign language teaching depends on teachers’ understanding of the need to abandon authoritarian and scholastic methods and to apply teaching methods aimed at intensifying of the forming foreign language process and general cultural background of students in a creative way.

scholarly journals Kollokationen – ein vernachlässigtes Gebiet der DaF-Didaktik?

2014 ◽  
Vol 68 (6) ◽  
Author(s):  
Joanna Targońska
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Specific Group ◽  
Language Teaching And Learning

Collocations, a highly specific group of set phrases, play an important role in the process of foreign language learning and acquisition. While their importance is unquestioned, they constitute a frequent source of errors, because the learners do not focus their attention on a collocation's form. What's more, they frequently assume that specific fixed sequences of words may be freely transferred from one language to another. In this paper we argue that collocations are in fact a neglected or even unrecognized aspect of teaching German as a foreign language. First, we discuss the relevance of the issue in foreign language teaching and learning. Next, we present an overview of research on collocations. Finally, we turn to an account of the results of our empirical study supporting the thesis as framed in the title.

scholarly journals Behaviorism and Foreign Language Teaching Methodology

2017 ◽  
Vol 1 (2) ◽  
pp. 101
Author(s):  
Asep Budiman
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Activities ◽  
Teaching Methodology ◽  
View Point ◽  
Left Behind

ABSTRACT This paper aims at exploring in details about one of the left language learning theoriesnamely Behaviorism. Behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. Regarding this issue, it is very important to ensure that actually Behaviorism is still useful in certain teaching and learning activities in the classroom. This review investigates behaviorism methodology having advantages in learning a language in the classroom. This review also observes the critics of behaviorism and its weaknesses in a learning environment. This inquiry concentrates on the view point of B.F. Skinner, one of the most outspoken behaviorism psychologist and his experimentations about animals. The notion of antimentalism of behaviorism also discussed in the process. Keywords: Behaviorism Theory, Foreign Language, Teaching Methodology

Qur’anic Perspective on Empowering Humanistic Foreign Language Teaching

2019 ◽  
Vol 17 (2) ◽  
pp. 168-194
Author(s):  
Mahrus As’ad ◽  
Ahmad Bukhori Muslim ◽  
Imam Ghozali Budiharjo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Relations ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Humanistic Education ◽  
Teaching Content ◽  
Self Actualization

Abstract Divinity-based humanistic education which includes foreign language teaching has become a growing concern. Within the development of humanistic foreign language teaching over decades, however, discussion on how Qur’anic perspective may have contributed to this area is still under study. This document analysis explores the contribution of Islamic scripture on the development of humanistic foreign language teaching. Data were derived from about 11 Qur’anic terminologies addressing aspects of Stevick’s pedagogy as a model of humanistic language teaching. Content analysis shows that these Qur’anic verses have provided some essential guidelines for developing an empowering humanistic foreign language learning necessarily required by language teachers, regardless of their faith affiliations. This issue is comprehensively addressed in various Qur’anic terms such as qawlan baliighan (effectiveness) qawlan sadiidan (responsibility), qawlan ma’ruufan (feelings and social relations) and bilisaani qawmih (intellectuality and self-actualization). Although these Qur’anic terminologies are more frequently used as communication principles, their impacts in developing a more empowering humanistic language teaching is also of paramount importance.

Falling on deaf ears

2016 ◽  
Vol 3 (2) ◽  
pp. 196-212 ◽  
Author(s):  
Brian Rubrecht
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Pronunciation Instruction ◽  
Language Teaching And Learning

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

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