scholarly journals Evaluating Georgian, as a Foreign Language Writing textbooks for the Georgian Language

enadakultura ◽  
2021 ◽  
Author(s):  
Nana Shavtvaladze
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learner ◽  
Foreign Languages ◽  
Learning Materials ◽  
Official Document ◽  
Language And Literature ◽  
Language Writing ◽  
Methodological Approaches ◽  
The Way

The interest towards studying Georgian, as a foreign language, has been highly established in our century. This interest was stated much earlier as well, which became a reason of publishing the Georgian Language learning materials. It needs to be indicated, that many foreign people have showed interest in speaking Georgian language during past two decades. Teaching Georgian as a foreign language is much more different than teaching Georgian as a second language. Several textbooks have been published past several years. It needs a huge work to create a textbook, especially for the Georgian language. There are many books to study foreign languages, which are tested and result oriented. Nowadays we clearly see that there`s no problem to find new materials and attitudes by using internet sources. Having got introduced to other languages` learning materials, many authors desired, with a belief in themselves, to create textbooks for teaching ‘’Georgian, as a Foreign Language”. Every author has a different attitude, which leads us to a diversity of choices and competitions. Even if there are many resources, paths of learning, methods and strategies shared among people, should be admitted that the structure of the language and methodological approaches must be considered, otherwise, the result won`t be achieved. In order to declare the level of mastering the language, the authors have been using a book “Description of the levels of Georgian language” published by Marika Odzeli in 2006. It`s highly appreciated that the parliament passed a resolution №394 to affirm the terms of Georgian Literature Language. Appendix 4 generally describes the levels of Georgian Language. This official document is very encouraging; It is a support for the indicators and proofs of the Georgian language evaluation. It gives an opportunity to declare the compliance of the materials, textbooks, results in accordance with the language. Main goal of the textbooks must be determined; the way of teaching must be represented; the textbooks must follow the logic; every single assessment must be structured; methodological linkage must be provided; a lead from simple to more complex, must be preserved; lexicology must be put in order with the goal. Georgian language learner has a great choice, one can study with free textbooks uploaded on the Internet, as well as with books printed by different authors. Also, many philologists of Georgian language and literature or non-philologists, teachers of different foreign languages, teach Georgian as a foreign language. It is also very important for them to choose a textbook so that the teaching process is targeted and they do not have to spend time preparing specific materials along the way. The questions is how to choose a curriculum, textbook or how to figure out which book will be useful? It's a difficult process, but crucial for the outcome.When evaluating a textbook, we should describe the book, we should agree with ourselves, and we should set out the criterias; Focused questions are crucial for evaluation; It is now possible to prove our vision with the evidence.

scholarly journals Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments

2017 ◽  
Vol 26 (4) ◽  
pp. 300-322 ◽  
Author(s):  
Vander Viana ◽  
Sonia Zyngier
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Evidence Based ◽  
Learning Materials ◽  
High School English ◽  
Instrumental Approach ◽  
Language And Literature ◽  
Efl Students ◽  
Literary Awareness

The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidence-based assessments of pedagogical stylistics are still few and depend mostly on teachers’ intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts produced by high-school English as a foreign language (EFL) teenagers who participated in a literary awareness workshop on iconicity. Branching out from pedagogical stylistics, literary awareness is here described as a program which aims at sensitizing students to verbal artistry. The bottom-up analysis of the participants’ accounts reveals five main aspects – “applicability,” “learning,” “materials,” “students” and “teaching” – and indicates that the workshop was to a certain degree transformative. Instead of an instrumental approach to language learning, the workshop aimed mostly at consciousness-raising. Students’ assessment of the workshop was quite positive, and they linked in-class experience with their lives outside the school. The results indicate that, besides learning a foreign language, the process of reflection has led students beyond the text. We conclude by discussing the implications of the workshop for both pedagogy and research.

scholarly journals INVESTIGATION OF THE MOST RELIABLE LANGUAGE LEARNING TOOL: A STUDY ABOUT THE NEED AND IMPORTANCE OF DICTIONARIES FOR A LANGUAGE LEARNER

2015 ◽  
Vol 5 (2) ◽  
pp. 37-44
Author(s):  
Samiya Taskeen ◽  
◽  
Muhammad Asad Habib ◽  
Irfan Shehzad Tarar ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Language Learners ◽  
Language Learner ◽  
Learning Tool ◽  
Easy Task ◽  
Syntactic Information ◽  
The Way

Language learners always require some supportive tool that may assist them in their quest of learning a second or foreign language because its not an easy task to have grip over language which the learners are unfamiliar with. Traditionally the tool which had been attracted language learners is dictionary because it provides phonetic, phonological, semantic and syntactic information which paves the way of quick learning. The present article investigates the functions provided by the dictionaries regarding all aspects of language learning.

Language Transfer and Errors Transfer in Teaching A Foreign Language

2021 ◽  
Vol 8 (3) ◽  
pp. 319-328
Author(s):  
Nguyen Ngoc Thuy
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Negative Transfer ◽  
Language Learner ◽  
Foreign Languages ◽  
Language Transfer ◽  
Related Development ◽  
Causes Of Errors ◽  
Learner Language

Correcting students’ language errors is always importance during teaching because of its significance for analyzing those errors and trying to provide students and teachers with adequate techniques and strategies to avoid or at least minimize the number of errors committed while practicing the foreign languages. This article will focus mainly on different ways in which an interest in language learner has revealed different aspects of the language learning process and suggested different ways of treating errors in our teaching. The objectives of the paper are mainly to understand the origins of an interest in errors that learners made and the related development of the concept of interlanguage , to appreciate the significance of learner error and how it might affect our methodology and to realize some of the causes of errors including positive and negative transfer. Furthermore, the article will explain the concept of systematic variability in learner language in order to become aware of some of the causes and significances of variability.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Towards a Model of Learner Variation in Autonomous Foreign Language Learning

1979 ◽  
Vol 2 (1) ◽  
pp. 73-97 ◽  
Author(s):  
T. S. Rodgers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
State Of The Art ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Design Model ◽  
Foreign Languages ◽  
The Third ◽  
Short Piece ◽  
Language Needs

My intent in this short piece is to provide a context for consideration of learner variables in foreign language learning. I first propose a question set outlining the major issues, as I see them, arising in the design of learner-based foreign language learning systems. I then present a simplified three-part design model comprising knowledge considerations (language needs assessment), instructional considerations (learning access alternatives) and learner considerations (characteristics of learners). A review of some recent work in the first two of these prefaces the discussion of the third, learner considerations. A brief state of the art report on research in learner variables is followed by some speculation on next directions in the determination and description of learner variables within a general design model for learning foreign languages.

scholarly journals BILINGUALISM IN CHILDREN’S LITERATURE ENTITLED 25 BEAUTIFUL FRIENDSHIP

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Adek ◽  
Lilia Zahra Asifa
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Education Program ◽  
Verbal Communication ◽  
Foreign Languages ◽  
Data Description ◽  
Entry Level ◽  
Food Items ◽  
Basic Level ◽  
The Way

Indonesia is one of the countries that has implemented a bilingual education program through English lessons since entry level. Therefore, this study aims to describe the effect of bilingual education on children’s language used. The object of research is a novel entitled 25 Beautiful Friendship by Annisa Zhahrotushama Balqis. Data description is managed by showing facts related to the influence of bilingualism (foreign language) on the language used by the author in her novel, such as giving names of titles, characters, places, food items, events and others. Based on the findings and results of the analysis above, it can be concluded that the massive teaching of foreign languages such as English into basic-level education has a significant impact on the way children convey their feelings and experiences in verbal communication.

scholarly journals Learners’- produced learning materials: a step towards learner autonomy in EFL Grammar classes

2018 ◽  
pp. 20-42
Author(s):  
Amal Msimeer ◽  
Eman Elmejie ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Research Study ◽  
Learner Autonomy ◽  
Learning Material ◽  
Structured Interviews ◽  
Learning Materials ◽  
Language Classes

This paper presents an experimental research study in which the two researchers aim to promote learner autonomy in language learning by means of learner-produced learning materials. The study was conducted at the Department of English in the Faculty of Arts in Misurata, Libya during the academic term-spring 2018. The participants were 50 Libyan students who major in English and they were all enrolled in semester 2 and studied Grammar II course. The participants were required to produce their own learning material which was about a particular grammar item. Semi-structured interviews with the participants were undertaken to know about their reaction towards the experience of taking responsibility to create a learning material, what autonomous strategies they were able to develop while designing the learning materials, what type of learning materials they were able to produce. The findings of the current study revealed that learner autonomy can be fostered in EFL classes in Libya and that Libyan students can develop some autonomous learning strategies. It is concluded that learner-produced learning materials can be a successful and an effective tool to promote learner autonomy in EFL (English as a foreign language) classes.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

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