scholarly journals Some Issues of Electronic Teaching and Assessment System in Non-Georgian Speaking Groups

2021 ◽  
Author(s):  
Mariam Chokharadze
Keyword(s):  
Foreign Language ◽  
Continuous Process ◽  
Implementation Process ◽  
Assessment System ◽  
Quality Data ◽  
State University ◽  
Knowledge Based ◽  
Teaching Assessment ◽  
Electronic Teaching ◽  
Language Competencies

Assessment plays an important role in the planning and implementation process of teaching. Assessment is a continuous process of collecting, recording and analyzing quality data to achieve learning objectives, a consistent study of the success and progress of language learners.In this paper we discuss the issues of teaching and assessment of Georgian as a foreign language. First of all, we will discuss some strategies related to learning process. We will present our innovation in the assessment system. This is a novelty that we have worked on with our colleagues at Batumi Shota Rustaveli State University within the short-term educational program “Georgian Language for Foreigners”.In this work we will discuss about how to use the electronic resources to develop specific language competencies and assess the knowledge based on relevant materials. We note that the article mainly reflects our personal experience, which we have accumulated in the teaching process, the innovations that we have tried to introduce to groups of non-Georgian listeners.

scholarly journals On The Convenience of Teaching Languages Based on the Foreign Language Assessment System and the CEFR System

2021 ◽  
Vol 9 (12) ◽  
pp. 839-844
Author(s):  
Yormatova Gulnoz Qayumovna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Assessment ◽  
Assessment System ◽  
Learning System ◽  
Knowledge And Skills ◽  
World Today ◽  
Knowledge Based ◽  
The World ◽  
The Common

Abstract: Through this article, we have discussed how and when and where the CEFR system, the most convenient and knowledge-based language learning system in the world today, was created and improved. Keywords: The Common European Framework, comprehensive way, knowledge and skills, professionals working, taxonomic nature.

scholarly journals An AI Framework to Teach English as a Foreign Language: CSIEC

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 59 ◽  
Author(s):  
Jiyou Jia
Keyword(s):  
Foreign Language ◽  
Educational Communication ◽  
Assessment System ◽  
System Structure ◽  
Learning Assessment ◽  
Dialogue System ◽  
Learning Abilities ◽  
Web Based ◽  
English Classes ◽  
English Instruction

CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.

scholarly journals Communicative activities to enhance oral production in the EFL classroom

2022 ◽  
Vol 6 (1) ◽  
pp. 6-26
Author(s):  
Adriana Carolina Lara Velarde ◽  
Jessica María Guaranga Lema ◽  
Mayra Jacqueline Iguasnia Guala ◽  
Jhon Jairo Inca Guerrero
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Teaching ◽  
Qualitative Approach ◽  
Oral Production ◽  
General Overview ◽  
Communicative Approach ◽  
Communicative Activities ◽  
Language Competencies

Introduction. Speaking is considered one of the most difficult skills to be developed in class when teaching a foreign language. Therefore, teachers need to look for alternatives to enhance learners’ oral production. In this regard, Communicative activities (CA) play a fundamental role in language teaching due to the fact they provide them with opportunities to use language as in real situations. Objective. The main goal of this research is to provide a general overview of Communicative activities to enhance oral production in the EFL classroom. Methodology. This article was based on the qualitative approach. A descriptive - documentary research was carried out through an extensive bibliographic literature review about the main principles of the Communicative Approach, communicative activities, types of CA, and speaking. Results. Results from the reviewed research investigations show that they are quite useful for teachers and learners since CA facilitate learners’ oral production employing the interaction among classmates and teachers. Conclusion. Besides, Communicative activities encourage learners to develop their language competencies due to the dynamic in which these activities are carried out in the EFL classroom.

scholarly journals Developing Student’s German Language Competencies through Pragmatic Approach in the Classroom for Higher Education

2020 ◽  
Vol 3 (1) ◽  
pp. 574-582
Author(s):  
Rina Evianty ◽  
Risnovita Sari ◽  
Muhammad Reza
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learner ◽  
Pragmatic Competence ◽  
German Language ◽  
Communication Tool ◽  
Pragmatic Approach ◽  
Language Courses ◽  
General Goal ◽  
Language Competencies

The general goal of teaching German as a foreign language is that learners can communicate appropriately in writing and orally in German. But in fact this goal can often not be achieved. Many learners in higher education master the German grammar and vocabulary, but they are unable to use German language that matches the social context, because they do not have much pragmatics competence. Pragmatic approach based on the function of language as a communication tool is a study of language by involving various aspects outside the language that are able to provide meaning. Pragmatic competence constitutes a significant factor in determining the success of communication.  In fact, a German language learner in higher education is not only expected to use language and produce utterances which are understandable or grammatically correct, but is also expected to produce utterances which are socioculturally appropriate. However, for students in higher education who learn German as a Foreign Language (Deutsch als Fremdsprache/DaF), the pragmatic competence, which can actually be acquired naturally through social interaction, is quite difficult to acquire due to the limited. On this basis, pragmatics needs to be integrated into German language courses in higher education, which includes pragma linguistics and socio pragmatic. In this regard, this study describes not only the relationship between pragmatics and German as a foreign language, but also this study is an attempt to define its implications in teaching German as foreign language in higher education.

scholarly journals NEW TASKS AND FUNCTIONS OF THE TEACHER OF INNOVATIVE TYPE IN THE PREPARATION OF THE COMPETENT DOCTOR

2018 ◽  
Author(s):  
Yaroslava Kulbashna ◽  
Elena Tkachuk ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Medical School ◽  
Knowledge Acquisition ◽  
High Quality ◽  
University Teachers ◽  
Educational Establishment ◽  
Personal Changes ◽  
The University ◽  
Medical University ◽  
Language Competencies

The article reveals the roles and functions of the modern teacher of higher medical educational establishment (instructor, trainer, tutor, mentor, coach, facilitator, manager, researcher) in creating high-quality experience for students and ensuring conditions for their knowledge acquisition, competencies and skills. It was substantiated the necessity of updating the pedagogical paradigm in the higher medical school according to evolutionary personal changes of the modern youth generation. It is also established that future doctors’ healthcare and foreign language competencies formation are not evaluated adequately among the university teachers’ functions. The key tasks of the modern medical university teachers, which are interrelated and interdependent with each other, are determined.

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

A Community-Driven Mobile System to Support Foreign Language Learning

2018 ◽  
pp. 95-115
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero-Hernández ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Learning System ◽  
Smart Devices ◽  
Learning Approach ◽  
Focus On Form ◽  
Constructive Learning ◽  
Language Competencies

The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.

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