THE EVALUATION ITEMS OF A MODERN FOREIGN LANGUAGE TEXTBOOK FROM THE POINT OF VIEW OF THE IMPLEMENTATION OF THE PERSONAL-DEVELOPING CONTENT OF LANGUAGE EDUCATION

2021 ◽  
pp. 167-178
Author(s):  
Elena M. Kazantseva
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Point Of View

scholarly journals Foreign language education in inter-cultural learning and citizenship services -A review of selected paper

2019 ◽  
Author(s):  
Maya Yolanda ◽  
Veronica Saragi ◽  
Niki ardiyanti ◽  
Mesin ayu sinaga
Keyword(s):  
Service Learning ◽  
Foreign Language ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Foreign Languages ◽  
Cultural Learning ◽  
Extracurricular Activity

This paper aims to provide a brief description and review of the research that has been done by Petra Rauschert and Michael Byram entitled, “Service learning and intercultural citizenship in foreign language” published in the Cambridge Journal of Education using descriptive qualitative analysis. This paper tries to understand the learning of foreign languages combined with the learning of intercultural services and intercultural citizenship education from the researcher's point of view. Where research conducted by the researcher is carried out by explaining two approaches, namely the first one is 'Intercultural Service Learning' (ISL) and 'Intercultural Citizenship Education' (ICE). The researcher Petra Rauschert and Michael explained at the beginning of their writing about the two types of education and their origins and theory, and examples of each are then provided. This paper assesses what the researcher is trying to convey leads to an explanation that the service component is not considered as an extra or extracurricular activity but as an integral part of the teaching and learning process. A comparison of the two reveals many similarities and potentials to enrich and mutually enrich each other to facilitate the teaching of foreign languages. The article they made seems have a clear flow on how to explain these two types of education and make this article ease to understand.

scholarly journals Professional Training of a Foreign Language Teacher for Pre-School and Primary Education: Axiological Dimension

2019 ◽  
pp. 63-68
Author(s):  
Z.N. Nikitenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Value Orientations ◽  
Point Of View ◽  
Language Teachers ◽  
School Age Children ◽  
Language Teacher ◽  
Foreign Language Acquisition ◽  
Primary School Age

The article provides an analysis of many years of theoretical and practical research in the field of foreign language teachers’ professional training. Special attention is drawn to the importance of not only the foreign language teacher methodological training but also to his value orientations that are necessary in the professional sphere. The issue of the axiological component of education is covered up from the point of view of primary foreign language education goals which should be reflected not only in the foreign language acquisition process by preschool and primary school age children but also in the qualitative training of teachers who are able to form a child’s moral values, personal qualities and ability to communicate in a foreign language as a phenomenon of culture and as a knowledge tool of his surroundings.

scholarly journals Análise e crítica de dois materiais didáticos em língua japonesa

1969 ◽  
pp. 157-178
Author(s):  
Yüki Mukai ◽  
Mayumi Edna Iko Yoshikawa
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Information Source ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Japanese Language ◽  
Teaching Material ◽  
Teaching Materials ◽  
Constructive Analysis

In this paper, constructive analysis of two teaching materials in Japanese Language: Nihongo Shoho (The Japan Foundation , 1981) and Minna no Nihongo (3A Corporation, 1998) is made from the point of view of Applied Linguistic, or better, from the point of view of the Japanese Language Teaching in Brazil. The main reason of this analysis is that, first of all, there is a difference that should be made salient in the method adopted by each material and the number of auxiliary materials. The feature that those two teaching materials have in common is their auxiliary/support characteristic for the courses, because we believe there is no teaching material that can be considered as a Bible for the education. In this context, we assure that the teaching materials (reference books) can be a useful information source for users (both for teachers and learners), but any material cannot be used exclusively. In other words, the foreign language education shouldn’t be centered on, nor be completely dependent on teaching materials, but on learners, because it is they who have to achieve their goals and reach the objectives of the course in a satisfactory way.

scholarly journals COMMUNICATIVE APPROACH WITH REFERENCE TO THE CORPUS-BASED DATA ANALYSIS BY TEACHING FOREIGN LANGUAGE (THE CASE OF TENSE-ASPECT FORMS OF THE VERB)

2021 ◽  
Vol 26 (1) ◽  
pp. 163-168
Author(s):  
Arsentiy I. Bochkarev ◽  
◽  
Sergey S. Zhdanov ◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Language Education ◽  
Point Of View ◽  
British English ◽  
Corpus Data ◽  
British National Corpus ◽  
Communicative Approach ◽  
Oriented Approach ◽  
National Corpus

The paper deals with the frequency of tense-aspect forms in British English for justifying the selec-tion of language phenomena from the linguistic point of view. This approach is applied through educa-tional process at universities. Moreover, communicative oriented approach to language education should be based on this selection. It presupposes educational orientation to real communicative situa-tions. Based on analyzing corpus data from the British National Corpus all tense-aspect forms can be divided into four groups: rare, occasional, frequent and constant. The authors have made the algorithm for learning tense-aspect forms in British English based on the frequency of these forms.

scholarly journals А Systemic and Structural Analysis of the Component Composition of the Content of Foreign-Language Education

2020 ◽  
pp. 190-201
Author(s):  
Svetlana S. Kuklina ◽  
◽  
Maya N. Tatarinova ◽  
Keyword(s):  
Structural Analysis ◽  
Foreign Language ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Point Of View ◽  
Practical Significance ◽  
Educational Content ◽  
Gradual Development ◽  
Emotional Component

The aim of the article is to undertake a systemic and structural analysis of the component composition of the content of foreign-language education. Achieving this aim contributes to solving a serious problem of conceptualising the need for a coherent modelling of all components of the content of foreign-language education in pursuit of its global target: a gradual development of students as multicultural language personalities. The aim of the article defines the content and sequence of the used works: the concept of the integrity of the didactic notion “educational content”; research papers on its design, implementation and quality assessment; the study of the emotional component of the content of foreign-language education and its role in the integral achievement of educational objectives. The study highlighted the systemic, structural, functional, personal, activity, value and emotional approaches to identifying the nature and determining the component composition of the content of education. The knowledge-paradigm concept of educational content and the views of the leading methodologists on the problems of the component composition of the content of foreign-language education were compared. Despite the differences in some positions, the attitudes were identified that allowed the authors to determine the set of components of the content of foreign-language education which are invariably tracked in various systems and concepts. Each of them necessarily contains “knowledge” (ideal), procedural, creative and attitude components. The controversial nature of some issues, related to the subject matter of the article, did not prevent the authors from tracing the key idea for this study: in addition to “intellectual” components, the content of foreign-language education also includes an emotional constituent. Based on this provision, the educational content structure has been improved. The modernized one includes a number of “intellectual” components (subject, procedural reproductive and procedural creative) and an emotional one. The novelty of this point of view lies in the embodiment of a kind of an extra-linguistic factor in the content of foreign-language education. It reflects the researchers’ recognition of the need for an emotionally charged education that forms the value competence of students. The practical significance of the presented materials is that they can be used to make changes and additions to the content of foreign-language education that are aimed at forming the experience of students’ emotional and value attitude to the world around them.

scholarly journals INTERACTIVE CONTENT AS A MODERN TECHNOLOGY FOR TEACHING RUSSIAN AS A FOREIGN LANGUAGE TO BEGINNERS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
S.N BELUKHINA ◽  
◽  
E.V KAZAKOVA ◽  
L.A ILINA ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Modern Technology ◽  
Educational Process ◽  
Russian Language ◽  
Point Of View ◽  
Global Changes ◽  
Learning Tools ◽  
Information And Communication

Global changes in the world associated with total digitalization and informatization of society have significantly affected modern education and, in particular, the cultural and language education of foreigners. Informatization and digitalization of modern life forced the pedagogical community to pay attention not only to the usage, but also to the d creation of new information and communication learning tools, updated the methodological search for technical solutions for their creation. This article describes the authors' new experience in developing a distance learning course for foreigners who are beginning to learn Russian. The created course has interactive content based on the H5P module, which is a constructor of elements that are embedded in the structure of the distance course. The authors present the course content corresponding to the program of elementary level of General Russian language proficiency (A1); analyze the functionality of the interactive module H5P from the point of view of its linguodidactic expediency; clarify the functions of traditional elements of textbooks (illustrations); the possibilities of this interactive element constructor are correlated with the stages of formation of communicative competence. The authors name the functions of information and communication resources in the educational process according to the RCT, assess their effectiveness and place, noting their pros and cons, as well as the advantages and risks of digitalization of the foreign language educational process.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

The involvement of neuro-linguistics and mind mapping in the development of a holistic perception of language education

2018 ◽  
Vol 6 (2) ◽  
pp. 116-125
Author(s):  
Gabriela Petrová ◽  
Nina Kozárová
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Mind Mapping ◽  
Repetitive Process ◽  
Holistic Perception ◽  
Mind Maps

Abstract The majority of people who have experienced institutionalized education have found it extremely laborious, slow and a necessarily repetitive process. The authors of this paper focus on and present possibilities for making the teaching of a foreign language more effective through mind mapping: the implementation of neuro-linguistic knowledge and mind maps into the learning process.

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