ОБУЧЕНИЕ МЕДИЦИНСКОМУ АНГЛИЙСКОМУ ЯЗЫКУ С ПРИМЕНЕНИЕМ АУТЕНТИЧНЫХ АУДИОМАТЕРИАЛОВ / TEACHING MEDICAL ENGLISH WITH THE APPLICATION OF AUDIO AUTHENTIC MATERIALS

2021 ◽  
pp. 184-191
Author(s):  
Liana Arzumanyan
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Communicative Competence ◽  
Material Selection ◽  
Educational Material ◽  
Listening Skills ◽  
Medical Field ◽  
Authentic Materials ◽  
Medical English

Статья посвящена специфике обучения аудированию медицинского английского языка в высших неязыковых учебных заведениях. Рассмотрены основные и специфические навыки и умения, которые необходимы специалисту для восприятия профессионально-значимых аудиотекстов, вопросы выбора учебного материала, проблемы, с которыми сталкиваются студенты, а также задачи, отвечающие требованиям аудитории. В статье предлагаются некоторые идеи, как улучшить развитие навыков слушания и расширить знания английского языка в медицинской сфере. Раскрыта также роль техники слушания в формировании иноязычной коммуникативной компетенции у студентов в неязыковых вузах. / The article is devoted to the specificity of teaching listening comprehension of medical English in higher non-linguistic institutions. The basic and specific skills and abilities that are necessary for a specialist in the perception of professionally significant audio texts, the questions of educational material selection, the problems faced by the learners, as well as the tasks that meet the requirements of the audience are considered. The article suggests some ideas how to improve the development of listening skills and extend the knowledge of English in the medical field. The role of listening technique in forming foreign language communicative competence of nonlinguistic training directions of students is revealed as well.

scholarly journals Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 29-46
Author(s):  
Alix Norely Bernal Pinzón
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Authentic Materials ◽  
Cultural Aspects ◽  
Efl Students ◽  
Field Notes ◽  
English Students

This article reports on a study carried out in a foreign language course at a private Colombian university. Its purpose was to identify the role of authentic materials and tasks, based on cultural topics, in the development of intercultural competence in third-level English students. The pedagogical implementation of the activities was designed under criteria proposed by Cortazzi and Jin (1999) to evaluate the material with cultural content. In regard to intercultural competence, Byram’s (2002) dimension of intercultural communicative competence was the support for planning and implementing the tasks. In this qualitative action research study, two surveys, one interview, and teacher field notes were used to collect data. Findings indicate that students were able to understand interculturality, to show respect for other cultures, and to demonstrate interest in getting to know other societies. Likewise, the students reported their willingness to be open to discussing topics related to cultural aspects.

scholarly journals THE ROLE OF AUTHENTIC VIDEO MATERIALS IN TEACHING HEARING TEXT

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.V DEVDARIANI ◽  
◽  
E.V RUBTSOVA ◽  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Listening Skills ◽  
Three Stages ◽  
Definition Of ◽  
Grammatical Structures ◽  
Goals And Objectives ◽  
Industrial Context ◽  
Video Material

This article deals with the problem of learning the perception of foreign-language material at the hearing and study of the goals, objectives and the role of authentic videos in the process. It is noted the relevance of studying communicative competence, part of which is the formation of listening skills. Analyzed domestic and foreign approaches to the definition of communicative competence, the authors define the latter as the ability to solve actual problems of communication in educational, residential and industrial context through a foreign language. In this study, it is proved that the process of listening comprehension by using video not only increases the chances of understanding authentic text, but also significantly increases the motivation of students to the process of learning a foreign language. Examines the criteria for selecting the videos that are didactic learning tool. The most important of them is the linguistic material which, in the opinion of the authors of the article must meet the communicative orientation of the classes, i.e., after viewing the video, students should be able to use acquired vocabulary and grammatical structures in the formation of their own statements. When working with video lessons on a foreign language must be met in three stages: pre-viewing, while-viewing, post-viewing which meet the goals and objectives of learning a foreign language. The article presents a fragment of a methodical development lesson on the topic of "House and apartment", developed in accordance with the stages of presentation of video material, facilitating efficient storage and further use of foreign language vocabulary and grammar.

scholarly journals PERAN BUDAYA DALAM PEMEROLEHAN BAHASA ASING

2019 ◽  
Vol 1 (2) ◽  
pp. 42
Author(s):  
Zelvia Liska Afriani
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
Cultural Literacy ◽  
Cultural Resources ◽  
Authentic Materials ◽  
Language And Culture ◽  
Language Classroom

This study aims at examining the role of culture in learning English as a foreign language. Previous researchers explained that there is an intimate relationship between language and culture. It is obviously mentioned that when someone is willing to learn a language, he also needs to learn its culture so as to master it fully. Therefore, the researcher would like to investigate whether the teachers at school has understood and implemented cultural literacy in the language classroom or not. In this study, the researcher used a descriptive qualitative study and gathered the information needed from some English teachers in North Bengkulu. The result shows that the English teachers has been aware of the importance of cultural literacy in English language classroom since it can enhance students’ communicative competence. There are some offered ideas that can be employed in introducing cultural literacy, such as using authentic materials, proverbs, role-play, students as cultural resources, ethnography study, and literature.   

THE ROLE OF PRODUCTIVE WORD-FORMATION MODELS IN COMMUNICATIVE COMPETENCE

2020 ◽  
Author(s):  
Диана Григорьевна Акубекова
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Word Formation ◽  
Language Classes

В статье освещается проблема использования продуктивных словообразовательных моделей на занятиях иностранного языка. The article presents the problem of using productive word-formation models in foreign language classes.

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

SPECIFICITY OF LANGUAGE MATERIAL SELECTION FOR INTRODUCTION OF RUSSIAN IMPERATIVE MOOD IN “RUSSIAN AS A FOREIGN LANGUAGE” CLASSES

2020 ◽  
Author(s):  
Elena Kolosova
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Communicative Competence ◽  
Material Selection ◽  
Russian Language ◽  
Modern Approach ◽  
Language Classes ◽  
Selection For ◽  
Authentic Language ◽  
Imperative Mood

The article is dedicated to the research of specificity of language material selection for introduction of Russian imperative mood in “Russian as a foreign language” (“RFL”) classes. Authentic language materials from different discourses that best showcase the diversity of modern Russian language (such as young people slang, jargons, common folk slang etc.) are required for the modern approach of communicative competence improvement.

scholarly journals The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School

2017 ◽  
Vol 19 (1) ◽  
pp. 89 ◽  
Author(s):  
César Augusto Castillo Losada ◽  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Qualitative Research Design ◽  
Language School ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This article reports on a study carried out in a foreign language school at a Colombian public university. Its main purpose was to analyze the extent to which the use of authentic materials and tasks contributes to the enhancement of the communicative competence on an A2 level English course. A mixed study composed of a quasi-experimental and a descriptive-qualitative research design was implemented by means of a pre-test, a post-test, observations, semi-structured interviews, surveys, and diaries. The findings showed that the use of authentic materials and tasks, within the framework of a pedagogical project, had an impact on students’ communicative competence progress and on the teaching practices of the experimental group teacher.

The Role of Intercultural Approach in Teaching Foreign Languages at the University

2018 ◽  
Vol 7 (5) ◽  
pp. 65-70 ◽  
Author(s):  
Л. Иванова ◽  
L. Ivanova ◽  
Е. Лукомская ◽  
E. Lukomskaya
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Modern World ◽  
Mutual Understanding ◽  
Modern Language ◽  
Cultural Approach ◽  
The University ◽  
Different Cultures

The article deals with a new trend in foreign language teaching based on the cross-cultural approach. The challenge for teachers today is to develop students common, communicative and language competences which are essential conditions for the realization of such a task of modern language policy as the establishment of mutual understanding between different cultures. The components of communicative competence are established. The development of communicative competence is considered to be an obligatory condition for mutual understanding between nations in modern world.

Toward a Modified Structural Syllabus

1982 ◽  
Vol 5 (1) ◽  
pp. 34-51 ◽  
Author(s):  
Albert Valdman
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Target Language ◽  
General Context ◽  
Teaching Materials ◽  
Rhetorical Devices ◽  
Functional Orientation ◽  
Linguistic Means

This paper argues for an integration of the notion of communicative competence in the elaboration of syllabuses and the preparation of teaching materials for beginning and intermediate generalforeign languagecourses. A distinction is made between such courses and the teaching of English as a medium of wider communication on an international basis. In FL instruction, as opposed to the teaching of a MWC, metalinguistic, epilinguistic, or cultural objectives may be more highly valued than the use of language for daily communication. In addition, the general context of FL instruction precludes the authentic use of the target language in the classroom, a prerequisite for the attainment of communicative competence. The integration of the notion of communive competence in FL instruction, including the inclusion of notions and functions, involves the grafting of these last mentioned considerations onto a structural-situational-functional base. That base would be modified by moving in five directions: (1) adopting a functional orientation, i.e., providing learners with linguistic means to express notions and functions rather than the teaching of structures for their own sake; (2) focus on semantic notions; (3) cyclical progression; (4) aiming for discursive authenticity by identifying rhetorical devices) providing stylistic manoeuver by the recognition of the role of variants.

scholarly journals A model of forming polylingual speech culture and communicative competence as a condition for teachers’ training

2021 ◽  
Vol 14 (33) ◽  
pp. e15616
Author(s):  
Sandugash Kairkhanovna Moldabekova ◽  
Aigul Zhumageldinovna Sakhariyeva ◽  
Kulzhanat Nurymzhanovna Bulatbayeva ◽  
Dlimbetova Gaini Karekeevna ◽  
Zhukenova Alma Karisovna
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Communicative Competence ◽  
Educational Material ◽  
Educational Process ◽  
Future Teachers ◽  
The Future ◽  
Definition Of ◽  
Teachers Training

The article addresses the issue of development of Kazakh, Russian and English languages in Kazakhstan. For this purpose, the authors give a definition of the types of bilingualism and polylingualism. The paper focuses on the significance of modeling of the educational process, the use of effective methods and technologies, gradual formation of foreign language speech culture and communicative competence. The model of multilingual teachers’ training is presented as a combination of motivational-value, content and technological components. In accordance with this, experimental work was conducted in three Kazakh universities. The result of the experiment is a polylingual speech culture and communicative competence of the future teachers within the selected scope of educational material. Another achievement in the experiment is the professional readiness of undergraduates to develop an integrated educational process for the formation of foreign language communicative competence, an ability to apply the concepts of the learning in educational process and justify them in a discussion. In the course of the study, the authors came to a conclusion that future teachers should have an integrated competence: knowledge of a foreign language and linguodidactic skills to plan classes in a foreign language.

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