scholarly journals Nominal Agreement in L2 Speakers of Italian: Suggestions for a Teaching Plan

2021 ◽  
Vol 13 (3) ◽  
pp. 56
Author(s):  
Jan Casalicchio
Keyword(s):  
Foreign Language ◽  
Foreign Language Teaching ◽  
Practical Application ◽  
Gender Agreement ◽  
Crucial Issue ◽  
Number Agreement ◽  
Teaching Plan ◽  
The Subject ◽  
Nominal Agreement ◽  
Teacher's Perspective

This paper addresses the topic of adult acquisition of nominal agreement in Italian, a crucial issue in teaching Italian as Second/Foreign Language. Building on a corpus containing spontaneous and semi-spontaneous production data from two advanced L2-speakers of Italian, I show that nominal agreement can be problematic even in the last stages of the acquisition process. The discussion of the instances of missing agreement in the corpus suggests that these are not due to a missing knowledge of the agreement rules in Italian, but instead on processing and production. In particular, some contexts prove to be more difficult than others: gender agreement (i.e., agreement with feminine nouns) is more difficult than number agreement, and the presence of two or more modifiers that refer to the same noun increases the error rate. Another difficulty is offered by the cases in which an item external to the determiner phrase (DP) has to agree with the subject of the clause. All these issues are tackled from a teacher’s perspective: I highlight how the various contexts could be addressed and considered in the classroom, in order to help the learners to improve their production. Therefore, this paper argues that the best way to tackle this issue is by coupling knowledge of the formal rules of the language and of the acquisitional process with practical application in the context of second/foreign language teaching.

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.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

TEACHING A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE AT A UNIVERSITY UNDER THE CONDITIONS OF NEO-INDUSTRIAL ECONOMIC DEVELOPMENT

2020 ◽  
Author(s):  
I. A. Vorob’eva
Keyword(s):  
Economic Development ◽  
Foreign Language ◽  
University Students ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Student ◽  
Practical Application ◽  
Industrial Economic

The article is devoted to professionally-oriented a foreign language teaching at a university, which today is one of the links of training a competitive specialist. The author describes the meaning of practical application of a foreign language. The problem of searching a way to improve the quality of foreign language teaching of university students is considered. A foreign language is considered as a means and as a way to improve the professional competence of a university student.

SELECTION FEATURES OF THE SUBJECT SIDE OF THE CONTENT OF ENGLISH TEACHING TO STUDENTS OF “JURISPRUDENCE” PROGRAMME

2018 ◽  
pp. 30-38
Author(s):  
Vladimir Vladimirovich ZAVYALOV
Keyword(s):  
Foreign Language ◽  
Criminal Law ◽  
Language Teaching ◽  
Civil Law ◽  
Foreign Language Teaching ◽  
Professional Communication ◽  
Professional Activity ◽  
English Teaching ◽  
The Future ◽  
The Subject

We examine the main trends in foreign language teaching for professional communication in high school students of the “Jurisprudence” programme, the impact of studying on the formation of general cultural and professional competences, as well as differentiation on various training profiles and their influence on the future professional activity. Allocation of training profiles for law students are conditioned both by the capabilities of a particular higher education institution and by the needs of the region for specialists with fundamental knowledge in certain areas of law. In most universities of the Russian Federation within the framework of the “Jurisprudence” programme, three training profiles are distinguished: state law, criminal law, and civil law. Within the framework of the model of integrated subject-language learning of a foreign language for professional communication, the subject content of training should be correlated with the future professional activity of students and the profile of training. The analysis of the main modern vocational education programs (OPOP) in the “Jurisprudence” programme of most universities in the country indicates that the subject content of foreign language teaching is invariant for all training profiles and does not reflect the specifics of the future professional activity of graduates. We describe the specifics of training for each profile in the framework of the “Jurisprudence” programme and highlight the subject content of English teaching to students of state law, civil law, and criminal law training profiles.

A Term of «Metodics» in the Context of Modern Llinguadidactics

10.12737/7163 ◽  
2014 ◽  
Vol 3 (6) ◽  
pp. 39-44
Author(s):  
Anatoliy Shchukin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Modern Approach ◽  
The Subject ◽  
Communicative Approach

The article focuses on the content of the term methodology of foreign language teaching and its use in the field of teaching Russian as a foreign language in the context of modern linguadidactics. The article also considers attributions of the term “method” from the position of modern approach to foreign language teaching (sistematic, speach of activites, competence). The article describes the object, the subject of linguadidactics, means of teaching in the context of communicative approach as well as the types of modern methodics (classical, communicative, education drama, intensive, integrative) that have extensive application in foreign and Russian language teaching.

The Chinglish syndrome: Do recent developments endanger the language policy of China?

English Today ◽  
2003 ◽  
Vol 19 (4) ◽  
pp. 30-35 ◽  
Author(s):  
NIU QIANG ◽  
MARTIN WOLFF
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Teaching Method ◽  
Chinese Student ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Bottom Line ◽  
Professional Journals ◽  
Recent Developments ◽  
The Subject

A GREAT DEAL has been said and written about various approaches to the successful methodology for teaching English as a second language in China. Entire professional journals are devoted to the subject, such as Teaching English In China and Foreign Language Teaching and Research Press. But no matter how much is written, and no matter what teaching method is employed, the bottom line is that the average Chinese student learns to communicate orally in ‘Chinglish’: that is, in Mandarin sprinkled with English words and phrases or in English with a Mandarin-induced syntax.

scholarly journals Der Erwerb von Verbzweitsätzen mit Subjekt im Mittelfeld bei italophonen DaF-Studierenden. Erwerbsphasen, Lernschwierigkeiten und didaktische Implikationen

2010 ◽  
Vol 41 (1) ◽  
Author(s):  
Sabrina Ballestracci
Keyword(s):  
Foreign Language ◽  
Word Order ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Factors Influencing ◽  
Structural Differences ◽  
The Subject ◽  
The University ◽  
Further Development

This paper focuses on the acquisition of German sentences by Italian native speakers in Foreign Language Teaching, with the verb located in second position, and the subject found in the middle field. The study is based upon a corpus of texts written by Italian students during their first six semesters at the University of Pisa. The first part of the study describes the main grammatical structural differences between Italian and German declarative sentences, referring to position of verb, subject and clause constituents. In the second part, I summarize the research results of the main German-Italian linguistic contrastive studies on the acquisition of word order in German, by focusing on declarative sentences with the subject in the middle field. The final part of this paper focuses on the linguistic and contextual factors influencing the acquisition process for further development in this field of study, in order to offer suggestions for foreign language teaching of German.

Subject content of foreign language teaching in the professional sphere of students of “Agricultural Engineering” programme based on content and language integrated learning

2020 ◽  
pp. 65-74
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Agricultural Sector ◽  
Language Teaching ◽  
Electrical Equipment ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Agricultural Engineering ◽  
Key Issues ◽  
The Subject ◽  
Agricultural Business

Content and language integrated learning of a foreign language and specialty is one of the new approaches to foreign language teaching in the professional sphere of non-linguistic programmes students. In the framework of this approach, a foreign language is the purpose of learning, as well as a means of studying a profile specialty. In this regard, the discipline “Foreign Language in Professional Sphere” allows students to continue to form general professional and professional competencies. One of the key issues in the implementation of content and language integrated learning is the development of the subject content of teaching. The implementation of the methodic principle of reliance on intersubject connections allows us to develop the corresponding subject content of the discipline, reflecting the specifics of the students’ future professional work. We conduct and develop: a) description of the methodic principle of reliance on intersubject connections; b) analysis of researhes on the development of the subject content of foreign language teaching in the professional sphere of non-linguistic programmes students; c) the subject content proposed by the author of the discipline “Foreign Language in Professional Sphere” for students of four profiles of the “Agricultural Engineering” programmes: “Technological Equipment for Storage and Processing of Agricultural Products”, “Technical Systems in Agricultural Business”, “Technical Service in the Agricultural Sector” and “Electrical Equipment and Electrical Technologies in the Agricultural Sector”.

Concordancing with students using an ‘off-the-Web’ corpus

ReCALL ◽  
1999 ◽  
Vol 11 (2) ◽  
pp. 74-80 ◽  
Author(s):  
Jeremy Whistle
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Crucial Importance ◽  
The Subject ◽  
Second Year ◽  
The Web

Much has been published on the subject of the role of concordancing in foreign language teaching, most of itin the field of EFL. Of crucial importance is the corpus on which concordances are based. This article describes how a pedagogic corpus can be downloaded from the Web as well as its experimental exploitation with first and second year undergraduates.

scholarly journals THE PROBLEMS OF RAISING STUDENTS AWARENESS (MOTIVATION) IN THE PROCESS OF FOREIGN LANGUAGES TRAINING

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 257-261
Author(s):  
Vira Chorniy
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Bologna Process ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Professional Activity ◽  
Language Training ◽  
The Subject ◽  
Interactive Activity

The article highlights the problems of junior university students’ motivation to studying foreign languages. These problems are vital and widely discussed by scholars due to implementation of Bologna process. The author offers to understand the motivation as a process that combines individual and situational parameters aiming to transform the subject situation into the relevant motive. The author proves that the leading motive of the students should be awareness of the necessity of foreign language command for the successful professional activity. But students are primarily influenced by the teacher’s motivation. Under this framework the levels of the teacher’s activity forming is presented together with the framework of the motives study. On the basis of the references survey common classification of the motives is considered as well as techniques that stimulate the process of communication. The examples are taken from foreign and Ukrainian sources on methodology of teaching. These practical examples prove that communication centered training involves all language training skills. The article contains strategies and examples the above strategies. In the conclusion the reasons that determine students’ motivation are considered. It is proved that the most effective way of foreign language teaching is an interactive activity of a teacher and a student. Systematic estimation, encouragement and consideration of students’ professional interests are key elements in the process.

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