scholarly journals Application and Exploration of BOPPPS Model in Oral Chinese Teaching as a Foreign Language

2019 ◽  
Vol 12 (12) ◽  
pp. 123
Author(s):  
Hongmei Cui
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Learning Goals ◽  
Teaching Model ◽  
Love Of Learning ◽  
Efficiency And Effectiveness ◽  
Chinese Learning ◽  
Teaching Purpose ◽  
Chinese Teaching

In recent years, with the continuous development of the society, the boom of global Chinese learning has flourished. The teaching and research of Chinese as a foreign language has received much attention. In order to explore the effective teaching methods in oral Chinese, to stimulate foreign students’ love of learning Chinese, and to increase their interest and motivation in learning Chinese, a new teaching model-BOPPPS teaching model emerges and is widely welcomed by the students. The author explores how to apply the BOPPPS model in teaching of oral Chinese as a foreign language, providing a new teaching method in oral Chinese teaching. The study finds that the BOPPPS model can improve the efficiency and effectiveness of the oral Chinese teaching, mobilize international students’ enthusiasm for learning Chinese and improve their academic performance, make teachers more clear about the teaching purpose and requirements, and help the students be more clear about the learning goals.

VERBAL ASPECT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
Liudmila Valova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Russian Language ◽  
Verbal Aspect ◽  
Risk Zones ◽  
The Russian Language ◽  
Different Levels

Verbal aspect is one of the grammar “risk zones” of the Russian language. The purpose of this paper is to familiarize the reader with the author’s teaching method which makes it easier for foreign students to grasp the concept of Russian verbal aspect. The techniques and recommendations described in this paper can be applied while teaching students of different levels (A1 – C2).

scholarly journals Content and Language Integrated Learning: Origin, Development and its Possibilities in China

2020 ◽  
Vol 16 (3) ◽  
pp. 199
Author(s):  
Zhang Jingyi ◽  
Peng Yi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Method ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
College English ◽  
Research And Practice ◽  
Teaching Language ◽  
Teaching Purpose ◽  
Development Application

Content and language integrated learning (CLIL) is a teaching method with dual teaching purpose, and its purpose is to learn another subject through foreign language, so that foreign language learning and subject learning can be learned simultaneously. CLIL guides students to study in real, pays attention to both teaching topics and teaching language. Since its introduction, it has attracted the attention of academia and has been popularized in many countries. This article takes CLIL teaching as the research object, summarizes CLIL’s foreign research and practice from the aspects of origin, development, application in classroom and current development, and tries to explore the significance of CLIL teaching to the promotion of college English teaching in China.

PRACTICAL COURSE CONTENT OF RUSSIAN GRAMMAR FOR CHINESE STUDENTS

2020 ◽  
Vol 1 (3) ◽  
pp. 29-34
Author(s):  
A. G. Suvorova ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Chinese Students ◽  
Building Blocks ◽  
Russian Language ◽  
Speech Communication ◽  
Authentic Texts ◽  
Russian Culture ◽  
Text Content

The article discusses the role and place of grammar in the practical course of teaching Russian as a foreign language. It analyzes the difficulties faced by Chinese students in learning Russian and provides ways to overcome them. The article gives recommendations on reading and understanding the text content based on familiar lexical and grammatical material, and pays great attention to how Chinese students acquire the necessary level of communicative competence using intensive teaching method. The purpose of the article is to show how students learn Russian as a foreign language in the process of teaching a practical course in speech communication using grammatical material. The article uses the following materials and methods: vocabulary and phonetics combined with grammar, which are the building blocks that make it possible to form speech both orally and in writing. Authentic texts created in the conditions of natural speech communication, tables, and didactic games are used as text material for studying grammar. In the process of practical mastering Russian, foreign students solve problems of self-realization and disclosure of their creative potential and ability to communicate in Russian using correct grammatical forms. The methods of Russian grammar as a foreign language offered in the article help Chinese students not only to learn grammatical categories of Russian language, but also to get acquainted with some fragments of Russian culture through different language units, which open up a number of opportunities for them to positively perceive Russian culture and study difficult cases of Russian grammar.

scholarly journals The Current Situation and Learning Strategies of Foreign Students in Chinese Learning Following Entrepreneurial Psychology

2022 ◽  
Vol 12 ◽  
Author(s):  
Min Tang
Keyword(s):  
Learning Strategies ◽  
Foreign Students ◽  
High Reliability ◽  
Cognitive Strategies ◽  
Effective Rate ◽  
Current Situation ◽  
New Ideas ◽  
Chinese Learning ◽  
Chinese Teaching ◽  
The Relationship

Based on entrepreneurial psychology, the current situation of foreign students’ use of learning strategies in Chinese learning is explored, the overall situation of learning strategies in this process is analyzed, and the relationship between foreign students’ use of learning strategies and various factors are obtained through the designed questionnaire survey. First, a questionnaire suitable for the research respondents is designed to investigate the current situation of foreign students’ use of learning strategies in Chinese learning; second, 200 questionnaires are distributed, and 195 questionnaires are recovered, with a recovery rate of 97.5%. After the invalid questionnaire is excluded, the effective rate is 95%; furthermore, the reliability of the questionnaire data is analyzed by SPSS25 software, and Cronbach’s α coefficient is 0.869, which proves that the questionnaire has high reliability; finally, the overall situation of foreign students’ use of learning strategies in Chinese learning is analyzed from the aspects of their majors, their levels of Chinese proficiency, Chinese learning time, age and personality. The results show that the frequency of using cognitive strategies in learning Chinese is the highest, with a score of 3.689; There is a positive correlation between the use of learning strategies and the degree of proficiency of Chinese; Among them, the foreign students who have studied for 2–3 years use learning strategies the most frequently, and the students aged 28–32 use learning strategies the most frequently in the Chinese level test 4. This study provides new ideas for foreign students’ Chinese teaching and has a certain reference for foreign students’ Chinese teaching strategies.

scholarly journals The Role and Application of Situational Teaching in Teaching Chinese as a Foreign Language – A Case Study of Primary Oral English Class

2021 ◽  
Vol 5 (10) ◽  
pp. 131-136
Author(s):  
Ruochen Shi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Method ◽  
Teaching Quality ◽  
Constructivist Teaching ◽  
English Class ◽  
Teachers And Students ◽  
Chinese Teaching

The law of language learning has a theoretical basis. Language learning is a process of active learning, not of passive acceptance. Situational teaching is the extension and development of constructivist teaching. The correct use of situational teaching can stimulate students’ interest, facilitate a harmonious relationship between teachers and students, as well as promote the cultivation of other skills among students, so as to improve the teaching quality of oral Chinese teaching as a foreign language and effectively complete the teaching task. However, there are some issues that should be emphasized when using the situational teaching method, such as how to create situations effectively, the problems that teachers should pay attention to when creating situations, and the principles of creating situations.

scholarly journals Speech training situations at the lessons of Ukrainian as a foreign language

2018 ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Educational Institution ◽  
Speech Activity ◽  
Oral Speech ◽  
Language Communication ◽  
Basic Parameters ◽  
Speech Training

The article is devoted to the problem of modeling educational and verbal communication on the basis of speech training situations at the lessons of Ukrainian as a foreign language. The basic parameters of real communication in the process of training have been analyzed. Different means of teaching foreign students the Ukrainian speech with the use of speech training situations have been described. The functions of such situations have been specified; the requirements for them have been defined. Speech training situations can be used in various types of speech activity in the classroom. And if we create in the classroom an atmosphere close to the real one that facilitates communication with a foreign language, then the speech training situations are the best suited for teaching the Ukrainian foreign language oral speech. The creation of speech training situations takes place through the strict selection of vital topics for speech expression through various visual and auditory visualizations, modeling the speech activity of students on the basis of didactic games and textbooks. Such speech training situations are not supposed to have all the signs of an authentic speech situation, but it nevertheless retains the most essential features of natural communication. In foreign students’ speech situations testing of samples and models of real foreign language communication takes place, the speech behavior of foreign students is formed, their attention is mobilized and imagination develops, the learning process is enlivened. The simulation of communicative situations is an effective language teaching method. The latter meets the needs of the day, as it enables the teacher to ensure the high quality and efficiency of the training activities, to create conditions for students to receive thorough theoretical and practical knowledge at a higher educational institution. In the process of language training organization and speech situations, the teacher plays an important role, since he/she is the organizer of this process.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

Klára Buzássyová V Kontexte Sémantizácie Slovenskej Lexiky Cudzincom

2018 ◽  
Vol 69 (3) ◽  
pp. 616-625
Author(s):  
Jana Pekarovičová
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Summer School ◽  
European Language ◽  
Dynamic Changes ◽  
Language And Culture ◽  
Current Trends ◽  
Communication Needs ◽  
The Impact ◽  
Slovak Language

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

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