scholarly journals MODERN METHODS OF TEACHING FOREIGN LANGUAGES IN NON-PHILOLOGICAL UNIVERSITIES

2021 ◽  
Vol 7 (2(42)) ◽  
pp. 18-20
Author(s):  
Feruza Negmatullayevna Sharipova
Keyword(s):  
Vocabulary Learning ◽  
Foreign Languages ◽  
Vocabulary Strategies ◽  
Technical Vocabulary ◽  
Modern Methods

Problems of teaching technical vocabulary, strategies of vocabulary learning are discussed in this article. Besides the author shares her experience of teaching, gives examples of activities she uses in her classes.

Language Lite? Learning French Vocabulary in School

2006 ◽  
Vol 16 (2) ◽  
pp. 187-205 ◽  
Author(s):  
JAMES MILTON
Keyword(s):  
Secondary School ◽  
Word Frequency ◽  
Historical Data ◽  
Vocabulary Learning ◽  
Foreign Languages ◽  
Vocabulary Size

We know very little about the French vocabulary that is learned in school and this paper reports a study which measures learners' vocabulary size and progress in secondary school. The methodology for estimating vocabulary size in French is comparable with vocabulary size testing in other foreign languages, and this makes comparison with vocabulary learning in French and other languages possible. Results suggest that learners learn about 170 words per year up to GCSE and about 530 words per year in ‘A’ level study and are influenced by word frequency. On average, learners take GCSE with under 1000 words of French vocabulary and ‘A’ level with about 2000 words. These results appear modest compared with historical data and when compared with other language exams pitched at the same CEF levels as GCSE and ‘A’ level. Vocabulary size predicts ‘A’ level grade particularly impressively. There is a worrying period where progress, even of the best learners, appears to halt for several years.

A mixed-methods study of English vocabulary for medical purposes: medical students’ needs, difficulties, and strategies

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Barry Lee Reynolds ◽  
Xiaofang Zhang ◽  
Chen Ding
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Vocabulary Learning ◽  
Negative Relationship ◽  
Mixed Methods Study ◽  
Vocabulary Size ◽  
School Students ◽  
Teacher Interviews ◽  
Vocabulary Strategies ◽  
Medical Vocabulary

Abstract This mixed-methods study investigated the English medical vocabulary strategies, needs, and difficulties of Taiwanese medical school students via an open- and closed-ended questionnaire (n = 17), a test measuring vocabulary size (n = 17), student interviews (n = 5), and teacher interviews (n = 3). Students reported using some vocabulary strategies more than others. A statistically significant negative relationship between students’ English vocabulary size and their use of word cards for vocabulary learning was also revealed. Through analysis of the interview data gathered from the medical students and their English teachers, five vocabulary learning difficulties faced by the medical students were uncovered: (1) nonexistent intentional English vocabulary learning, (2) stagnant specialized medical English vocabulary acquisition, (3) lack of sufficient contextualized academic English writing practice with newly encountered specialized medical vocabulary; (4) lack of teacher feedback on the students’ vocabulary use; and (5) lack of pedagogical communication among faculty. The pedagogical implications of these results were discussed with a focus on improving students’ vocabulary learning efficiency in light of their specialized English medical vocabulary needs.

scholarly journals THE EMPLOYMENT OF LEARNING STRATEGIES IN LEARNING ENGINEERING TERMINOLOGY AMONG ENGINEERING UNDERGRADUATES

2019 ◽  
Vol 4 (1) ◽  
pp. 128-130
Author(s):  
Amri Muaz Azmimurad ◽  
Najah Osman
Keyword(s):  
Learning Strategies ◽  
Learning Theory ◽  
Mixed Method ◽  
Vocabulary Learning ◽  
Mixed Method Study ◽  
Word Meanings ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Technical Vocabulary ◽  
Cognitive And Metacognitive Strategies

This research reports on a mixed method study with the aim to discover the employment of vocabulary learning strategies by students majoring in engineering course in learning technical vocabulary which is in this context, the engineering terminologies. This research adopted Explicit Vocabulary Learning Theory by Ellis (1994) which proposed that there are usage of learning strategies in the process of learning word meanings. Five vocabulary learning strategies taxonomies were employed in this study which were developed by Schmitt (1994) which are determination, social, memory, cognitive and metacognitive strategies. Each taxonomy has a few strategies that are developed specifically according to the type of strategies used. All five taxonomies of vocabulary learning strategies were compared to the students’ field of study, year of study and English proficiency level. Previous studies highlighted that there were differences found in the use of strategies among learners in comparison to their characteristics.

scholarly journals Vocabulary Learning Strategies Employed by Gamers In The “Simulation Video Game”

2018 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Moh. Hasbullah Isnaini ◽  
Resda Cintami Laksana
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Video Game ◽  
Vocabulary Learning ◽  
Cognitive Strategy ◽  
Survey Study ◽  
Vocabulary Strategies ◽  
Vocabulary Learning Strategies ◽  
The Social ◽  
The Mean

<p class="abstract"><span lang="EN-AU">This study aims at investigating the phenomena of vocabulary strategies used by gamers of the Harvest Moon game. A survey study was conducted to see the most and the least frequent strategies used by the gamers while playing the game. To gain the data, the researcher distributed a questionnare which is adapted from the Schmitt’s taxonomy of VLS namely determination, social (discovery), social (consolidation), cognitive, memory, and metacognitive strategies. The result of the present study shows that the most frequent strategy used is cognitive strategy, the mean is 2.28 which indicates that most of the gamers use this strategy to improve their vocabulary learning. Meanwhile, the least strategy used is the social startegy since the mean score is 1.07 which suggests that the gamers do not really seek help from friends when they have problems with vocabulary. Taking the result of the study into the learning of vocabulary, it is suggested that teachers provide language learners with the cognitive strategy to accomodate their vocabulary learning, so that they can enhance their vocabulary.</span></p>

scholarly journals Contextual Clues Vocabulary Strategies Choice among Business Management Students

2018 ◽  
Vol 11 (4) ◽  
pp. 107 ◽  
Author(s):  
Siti Nurshafezan Ahmad ◽  
Ahmad Mazli Muhammad ◽  
Aini Akmar Mohd Kasim
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Word Meaning ◽  
Cognitive Strategies ◽  
Business Management ◽  
Vocabulary Strategies ◽  
Reading Experience ◽  
Academic Reading ◽  
Management Students

New trends in vocabulary learning focus on strategic vocabulary learning to create more active and independent language learners. Utilising suitable contextual clues strategies is seen as vital in enabling and equipping language learners with the skill to guess word meaning accurately, moving away from dependency on a dictionary to improve their academic reading experience. Therefore, the objectives of this study are to investigate types of contextual clues selected and the extent of learners’ ability to obtain accurate word meaning through contextual guessing. The participants were Business Management students of various programmes who were taught contextual clues strategies and tested using class work sheet to analyse their utilisation of the strategies. Results indicated most participants depended on variety of contextual clues strategies, particularly cognitive strategies. The participants were also observed to be independent in guessing word meaning by making conscious decisions, as well as showing minimal reference to the instructor when attempting to utilise the strategies taught. Nevertheless, other interesting results indicated unsuccessful accurate guesses by some participants despite similar strategy choice. Overall conclusions indicated a degree of successful language learners who self direct themselves by making conscious and informed strategy choices. This leads to more emphasis on the importance of teaching and learning how to utilise suitable contextual clues strategies in continuous effort in improving and utilising the skill.

scholarly journals Collaborative and Individual Vocabulary Building Using ICT

2018 ◽  
Vol 53 (1) ◽  
pp. 31-48
Author(s):  
Štěpánka Bilová
Keyword(s):  
Language Proficiency ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Teaching Methodology ◽  
Google Docs ◽  
English Classes ◽  
Vocabulary Building ◽  
Technical Vocabulary ◽  
Students First ◽  
Further Development

Abstract Vocabulary knowledge affects any learner’s general language proficiency and the lack of vocabulary is often seen as an obstacle in a student’s progress. This statement becomes even truer when considering languages for specific purposes as the knowledge of technical vocabulary is closely connected to mastering professional skills. The research on vocabulary learning distinguishes two types of learning, incidental and intentional, which should complement each other. One of the most efficient intentional strategies proved to be the use of flashcards. Modern technologies have contributed to further development of this rather popular method by offering new ways of vocabulary consolidation as well as novel forms of interaction. The main objective of the paper is to introduce a teaching methodology aimed at the intentional building of students’ vocabulary, however, at the same time making students being aware of a broader context in which a word or a collocation is used. The presented methodology involves student generated and recycled content as well as the use of electronic tools, namely Google docs and Quizlet. In the course of three subsequent spring semesters, students first created a Google Docs collaborative learning log with lists of vocabulary, the following year’s students uploaded the lists of definitions and translations into Quizlet sets and in the final year the words in Quizlet flashcards where supplemented with example sentences. Students’ performance showed that both Google Docs and Quizlet are efficient tools not only for vocabulary learning, but also for language teaching. The proposed methodology was used in legal English classes, however, it can be implemented in any language course.

scholarly journals Relational Aspects between ICT and the Modernization of Differentiated and Individualized Teaching of Foreign Languages in Higher Education

2016 ◽  
Vol 21 (1) ◽  
pp. 28-35
Author(s):  
Brânduşa-Oana Niculescu ◽  
Georgeta Obilişteanu
Keyword(s):  
Higher Education ◽  
Educational Theory ◽  
Individualized Instruction ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Foreign Languages ◽  
Communications Technology ◽  
Advanced Technologies ◽  
Modern Methods ◽  
Individualized Teaching

Abstract The amplitude of the interest and of the concerns related to the identification and the setting of the foundation necessary for perfecting higher education increasingly brings the adjustment of didactic activities to the students’ particularities to the attention of educational theory and practice, with a view to forming and developing their personality. The necessity and utilization of differentiating learning through modern methods specific to an efficient didactic methodology requires the adaptation of higher education to new modalities of organization and development, combined with knowledge adjusted to the particularities of the students’ personality. The rethinking and reconsideration of the didactic activities from this perspective also benefits from the opportunities provided by the facilities of the new scientific breakthroughs in the field of technology. Therefore, making differentiated and individualized instruction efficient by using advanced technologies represents one of the challenges of updating teaching foreign languages within higher education. Being a major component, the information and communications technology (ICT) opens new and significant opportunities, as well solutions for enhancing the level of the outcomes obtained by students in the differentiated and individualized education of foreign languages. Approaching several aspects specific to the implementation of ICT in the didactic activities pertains to the theoretical, methodological and praxiological preoccupations that aim at diversifying and increasing the obvious advantages offered by differentiated instruction in higher education.

scholarly journals Features of modern methods of teaching foreign languages

2019 ◽  
Vol 2 (6) ◽  
pp. 78-80
Author(s):  
Abdurakhmanova Dilrabo Kadirjanovna ◽  
Sadriddinova Dildora Maxammadjonovna ◽  
Abduvoxidova Xushnoza Muxtorali daughter
Keyword(s):  
Language Teaching ◽  
Foreign Languages ◽  
Teaching Techniques ◽  
Advantages And Disadvantages ◽  
Modern Methods

This article discusses the peculiarities of modern methods of teaching foreign languages. The advantages, advantages and disadvantages of using modern techniques are considered. The article proposes effective language teaching techniques

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