scholarly journals Interference Phenomena in Mastering Foreign Languages and the Methods of Preventing Them

2016 ◽  
Vol 6 (1) ◽  
pp. 165
Author(s):  
Malahat Akbar Veliyeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Teaching English ◽  
Modern Methods ◽  
Age Factor ◽  
Different Levels ◽  
Linguistic Phenomenon

<p>The<strong> </strong>article attempts to reveal the cases of interference in mastering a foreign language and to suggest possible modern methods of preventing this linguistic phenomenon. While learning a foreign language various kinds of challenges which appear in this process should be taken into consideration. The phenomena of interference on different levels of language most frequently occur in conditions of artificial bilingualism. Modern methodology suggests a number of beneficial ways of effective language teaching and learning. The so-called “mobile learning” as an innovative way of teaching English, is suggested in the article for effective language learning to prevent the phenomena of interference.</p><p>Also, the age factor in bilingualism is highlighted in the article and the cases of early bilingualism are regarded as the area of special interest in the study of language interference.</p><p>Overall, the learners’ age peculiarities in bilingualism and the methods of teaching the foreign language are crucial in preventing the phenomena of interference.</p>

scholarly journals Factors to Consider while Teaching English to Arab Students

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 142-145
Author(s):  
Gassim H. Dohal
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
College Level ◽  
Teaching English ◽  
Learning And Teaching ◽  
Different Types ◽  
Arab Students ◽  
Different Levels

When you have a chance to teach English in Saudi Arabia at different levels – beginners, intermediate, and advanced levels, you will discover a lot of challenges that face a teacher of a foreign language. Those barriers vary from one situation into another, from one level into another, and from one place into another. Some barriers are connected with the culture in question, others – with the contents of the syllabus, passing through the method your students are taught with while taking other subjects. These aforementioned barriers are few among many others. They are focused on here because of their importance in obstructing learning and teaching a foreign language like English. Moreover, at a college level, English may be chosen as an optional, elective, pass-guaranteed, and grade-gained subject. In this sense, this issue might become a good topic for researchers who are interested in teaching and learning a foreign language. Some students told me in more than one department and on many occasions that they chose English because they do not like much work and in this subject they are sure of passing the test. What a teacher expects from such students is just nothing; they have no mere idea of learning at all. They need to fill in a number of courses they have to register in their transcripts with no effort on their part. I will address some of the challenges teachers of English at Saudi Arabian schools should be cautious of while practicing their career. The aim of this article is to attract the attention of teachers of foreign languages to these obstacles that definitely exist and hinder all efforts of teaching and learning a foreign language. At the end of this article, some suggestions are provided depending on my experience in teaching English at different levels and to different types of students.

A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)

2015 ◽  
Vol 48 (3) ◽  
pp. 343-372 ◽  
Author(s):  
Melinda Dooly ◽  
Dolors Masats
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Critical Appraisal ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Education Policies ◽  
Language Research ◽  
Critical Overview

This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have been selected for their relevance to current education policies and practices in Spain. This review aims to provide access for international readers to research published in Spain in the local languages or in English, within these innovative fields.El presente artículo ofrece una mirada crítica a las investigaciones en torno a la enseñanza y aprendizaje de lenguas extranjeras en España en los últimos diez años. Este estado de la cuestión presta especial atención al inglés y aborda tres ejes que tienen gran relevancia en las actuales políticas educativas y las prácticas docentes en España: la introducción temprana de una lengua extranjera, el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y el aprendizaje de lenguas asistido por ordenador (ALAO). Este artículo pretende divulgar internacionalmente los estudios publicados en el ámbito nacional, en inglés y en las lenguas vernáculas, en estas áreas de innovación.

scholarly journals Modern Methods of Teaching English in Higher Educational Institutions

2021 ◽  
Vol 9 (11) ◽  
pp. 612-613
Author(s):  
Abduraximova Farida Komiljon Qizi
Keyword(s):  
Foreign Language ◽  
Direct Method ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Higher Educational Institutions ◽  
Dominant Position ◽  
Modern Methods ◽  
Higher Educational

Annotation: The article discusses various methods of teaching foreign languages in universities. Special attention was paid to the following methods: direct method, grammar-translation, audiovisual, audio-lingual and communicative. It is concluded that the communicative method begins to occupy a more dominant position. Keywords: foreign language, English, methods

scholarly journals MICROSOFT TEAMS AS A TOOL FOR FOREIGN LANGUAGE STUDY AT UNIVERSITY

2021 ◽  
pp. 108-116
Author(s):  
Елена Александровна Морквина ◽  
Елена Александровна Логинова
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Main Task ◽  
Foreign Language Study ◽  
Authentic Environment ◽  
Materials Used

Рассматривается понятие и принципы дистанционного обучения. Определяется значение интернет-технологий для изучения иностранного языка. Характеризуются функциональные возможности онлайн-платформы Microsoft Teams. На основе анкетных данных анализируется опыт дистанционного обучения в Тюменском государственном университете в рамках дисциплины «Иностранный язык» на базе MS Teams. Проводится соотношение между инструментами MS Teams и параметрами занятия по иностранному языку. Определяются значимые для изучения иностранного языка функции платформы, а также возникающие трудности. This paper presents the concept, principles of distance education and its relationship with the terms online-learning and e-learning. The author determines the importance of Internet technologies for foreign language learning and the formation of foreign language communicative (often professionally oriented) competence as the main task of this subject. The article gives the reflections of the functionality of the Microsoft Teams online platform to create a unique online learning environment. The issue is addressed by analyzing the survey data on learning foreign languages online via the MS Teams at the University of Tyumen. The specific objective of the study is to juxtapose the MS Teams tools with the parameters of organizing classes in foreign languages such as interactivity, multimedia, the implementation of the learner-centered approach, the teaching and learning materials used, teaching methods and forms, the creation of an authentic environment and the formation of various types of speech activity. In addition, the study defines the most significant MS Teams functions, in particular, storing educational materials, having feedback, video communication (online-meetings), working in teams and channels, MS Teams tests, working with co-editing files etc. The author identifies the difficulties that arise (namely technical, psychological, physiological, methodological difficulties and problems in perceiving information), their possible causes and ways to overcome them. The article ends with conclusions on how MS Teams integrates into the foreign languages learning process.

scholarly journals Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices

2013 ◽  
Vol 9 (1) ◽  
pp. 9-20
Author(s):  
Elena Spirovska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Multiple Intelligences ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Lesson Plan ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Theory Of Multiple Intelligences

Abstract The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined

scholarly journals Introduction

2020 ◽  
pp. 1-6
Author(s):  
Ana Bela Almeida ◽  
Ulrike Bavendiek ◽  
Rosalba Biasini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Research Network ◽  
Research Groups ◽  
Pedagogical Approach ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Online Tools

A renewed interest in literature is gradually emerging in the foreign language curriculum as demonstrated in recent studies (e.g. Hall, 2015; Matos, 2012; Paran, 2010; Sell, 2005). The surge of research groups and new online tools on this topic, such as the Litinclass website (https://litinclass.wordpress.com/, Almeida, Puig, & Duarte, 2016) or the Literature in Language Learning and Teaching Research Network (https://lilltresearch.net/home/, Paran & Kirchhoff, 2019) testifies to the growing relevance of this pedagogical approach to the teaching and learning of foreign languages.

Teaching and Learning Foreign Languages in Germany: a personal overview of developments in research

2003 ◽  
Vol 36 (4) ◽  
pp. 235-251 ◽  
Author(s):  
Frank G. Königs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Subject Area ◽  
Foreign Languages ◽  
Personal View ◽  
Learning And Teaching ◽  
The Subject ◽  
Complex Subject

There is an unavoidable dilemma in any attempt to put together an overview of the research results for one subject within a discipline. A subject area is either so small that the overview is straightforward but perhaps of interest to only a few, or the subject area is much wider – in which case there is the inevitable danger that the overview will be relatively subjective. This means that some activities may be disregarded while others are given more emphasis than another observer of the subject might have considered appropriate. For example, I have not included the teaching of literature, a complex subject with its own rich research tradition. Being fully aware of both the risks and the advantages of subjectivity, I present this very personal view of foreign language learning and teaching in Germany.

scholarly journals An Evaluation of Popular Vocabulary Learning Mobile Applications in China and Their Implications for Language Learning?

2022 ◽  
Vol 9 (1) ◽  
pp. p47
Author(s):  
Yue Yang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
English Language Teaching ◽  
English Learning

Mobile-Assisted Language Learning (abbreviated to MALL) has proved to be both useful and efficacious for language learning. Mobile applications (apps) can help learners meet their needs for updating information and skills and learning without the constraints of time and place. In our current informational era, mobile learning has been more and more adopted in English teaching. Some mobile apps can also provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs. A lot of applications have been created and used for English as a Foreign Language (EFL) learning.Mastering vocabulary is an integral aspect of English learning, and an essential way to learn English vocabulary is via mobile learning apps. This study evaluates the four vocabulary learning apps which have become popularized in China: baicizhan, Youdao, Hujiang Happy Dictionary, and Momo word. Through a process of analysis and comparison, the affordances and limitations of these different English vocabulary apps in English learning will be examined. Then I would like to examine how mobile apps can be incorporated into English language teaching and learning and what kinds of tasks can be employed to improve EFL learning for learners.

scholarly journals LANGUAGE LEARNING STYLES IN TEACHING ENGLISH LANGUAGE: LINGUODIDACTIC STUDY ASPECT

2021 ◽  
Author(s):  
Лебедєва Н. М. ◽  
Французова К. С.
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
English Language ◽  
Approaches To Learning ◽  
Foreign Languages ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
Language Styles

The article presents various approaches to studying the problem of language learning styles in modern linguodidactics, explains the reasons for their popularity in the world practice of teaching foreign languages and why they are widely accepted and popularized by British and American scientists. The authors consider and interpret in detail the main types of language learning styles, indicating their advantages and disadvantages, and how they can be used to improve the quality of teaching a foreign language in high school. The material demonstrates the role of learning styles in teaching foreign languages. The issue of differentiating the language learning styles of the teacher and the student also deserves attention. The problem of language learning styles of teaching English in high school, has acquired special relevance due to the need for modern students to develop communication skills in various social spheres. The term "language learning styles" is used to describe a concept that involves the process of the students receiving new foreign language information and developing their ability to relay it adequately in the process of communication. The authors analysed the basic principles of language learning styles in modern linguodidactics and revealed the possibilities of their specific application in the methods of teaching English in high school. Relationships have been established between different approaches to learning language styles. There have been determined methods for forming a "sense of style" corresponding to a communicative situation. In a broad sense, language learning styles are considered in the context of general principles of teaching a foreign language, but the need for differentiated and personally oriented learning is emphasized. The scientists proceed from the fact that the choice of learning styles provides for taking into account the level of psychological and communicative training of students, in particular the degrees of formation of their language and speech skills in English, as well as the intellectual level, age personality traits, processes of memory, imagination, thinking. The researchers developed proposals for the use of language learning styles in the practice of English instruction in high school, and also identified the prospect of further research in this area.

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