Scientific-theoretical bases of use of pedagogical technologies in teaching methods of mother tongue

2021 ◽  
Vol 11 (1) ◽  
pp. 559-568
Author(s):  
Shavki kizi Umida Togayeva
Keyword(s):  
Teaching Methods ◽  
Mother Tongue

scholarly journals Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Harni Kartika-Ningsih ◽  
Wawan Gunawan
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Mother Tongue ◽  
National Curriculum ◽  
Action Research Project ◽  
Equal Distribution ◽  
Language Curriculum ◽  
Efl Classrooms ◽  
English Literacy ◽  
Teaching Learning

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

scholarly journals Methodology- and speech-oriented training of the future Master students majoring in Preschool Education

2019 ◽  
pp. 9-14
Author(s):  
Alla Bogush
Keyword(s):  
Preschool Children ◽  
Teaching Methods ◽  
Mother Tongue ◽  
Preschool Education ◽  
Speech Development ◽  
School Education ◽  
The Other ◽  
The Future ◽  
The One ◽  
Children's Speech

The article is focused on the problem dealing with the methodology- and speech-oriented training of the future Master students majoring in Pre-school Education. The essence of the notion “methodological work of the educator-methodologist at a preschool institution” has been revealed; it requires, on the one hand, an excellent command of the normative literary Ukrainian language, the knowledge of the speech etiquette formulas, the culture of professional speech communication; on the other hand, ‒ the ability to provide necessary methodological assistance to the educators in implementing the content line of the Basic Component of Preschool Education (the BCPE) “Child’s Speech”, in particular, in developing various types of children’s speech and communicative competencies. The methodology as an independent science is considered in the aggregate of interconnected means, forms, methods and techniques for achieving the set educational goal. At the same time, the notion “methodology” is ambiguous; in the pedagogical science, there is a variety of phenomena: “teaching techniques”, “education methods”, “teaching methods”. The study deals with the “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue” as a discipline within the curriculum of the Bachelor courses. The course “Ukrainian Preschool Linguodidactics” is taught to the Master course students: the theory of the methodology aimed at speech development, the development of speech, artistic speech and communicative-speech activities. The phenomenon “methodology- and speech-oriented training of the future masters majoring in Preschool Education” is defined as a motivational positive predisposition to master the norms of the Ukrainian language in perfection demonstrated by the future masters; the acquisition of the content and teaching methods of the discipline “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue at pre-school institutions” by the undergraduate students (Bachelor courses students); the positive emotional and value-centred attitude to the implementation of the evaluative controlling educational and speech activities of children and educators in the process of methodological work at pre-school institutions, which allows providing educators with, on the one hand, methodological assistance and support, on the other hand, ‒ guarantees the efficiency of children’s speech development. The motivational orientation-targeted, cognitive-innovative, methodologically accompanying, reflexive and appraisal components comprise this training. The methodology- and speech-oriented training of the future masters majoring in Pre-school Education performs these functions: prognostic, stimulating, correctional, value-oriented, emotional. Keywords: masters, pre-school education, methods, orientation, educator-methodologist, Ukrainian Preschool Linguodidactics, speech development, education.

scholarly journals Pronunciation and Conversation Challenges among Saudi EFL Students

2018 ◽  
Vol 3 (1) ◽  
pp. 85
Author(s):  
Issa Mohammad Muflih Naser ◽  
Mohd Hilmi Bin Hamzah
Keyword(s):  
Saudi Arabia ◽  
Teaching Methods ◽  
Mother Tongue ◽  
Classroom Observations ◽  
Efl Learners ◽  
Proficiency Levels ◽  
English Pronunciation ◽  
Efl Students ◽  
Preparatory Year ◽  
Attitude And Motivation

This study aims to identify the difficulties of pronunciation and conversation faced by EFL learners who undertook a Preparatory Year Program (PYP) in Saudi Arabia, It highlights the main issues in pronunciation and conversations (e.g., textbooks, teaching methods, and students' attitude and motivation) and techniques to address these problems. The instruments used in the study were classroom observations and teachers' discussions. The results revealed that firstly, students did not have a sound knowledge of grammar. Secondly, students' outside environment was influenced by their mother tongue. Thirdly, the teaching methods did not suit their proficiency levels. Finally, they were demotivated and thought that they have an impossible mission to improve their English pronunciation and conversation.

On the Сontinuity between the School Subjects «School Rhetoric» and «Russian Language as a Mother Tongue»

2020 ◽  
Vol 81 (2) ◽  
pp. 7-12
Author(s):  
E. L. Erokhina ◽  
O. Yu. Knyazeva
Keyword(s):  
Teaching Methods ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Russian Language ◽  
Native Culture ◽  
School Subjects ◽  
Methodological Aspects ◽  
Goals And Objectives ◽  
Report Presentation ◽  
The Russian Language

This research was aimed at justifying the continuity between the course «Russian language as a mother tongue» and the course «School rhetoric», as well as to actualize the semantical and methodological aspects of school rhetoric, which can serve as a pillar in the teaching of a new subject. The primary research method was a comparative analysis of the curricula «Russian language as a mother tongue» and «School rhetoric». It is shown that, despite differences in the curriculum, these subjects share the function of supporting the main course of the Russian language. Although both relying on the linguistic competence of students formed by the course «Russian language», these courses have their own goals and objectives, as well as the content and teaching methods. It is concluded that the goals of the «Russian language as a mother tongue» course are largely consistent with those of «School rhetoric», including the pedagogical objective of forming students’ respectful attitude towards their mother tongue and native culture; developing students’ civic and patriotic qualities; improving communication skills and speech technique of students; the formation of meta-subject competencies.The content of the «Russian language as a mother tongue» and «School rhetoric» courses overlap in covering the following topics: orthology, speech etiquette, the concept of a communicative situation, language activities, genres of oral and written speech, text as a unit of communication, netiquette, etc. The potential of the rhetoric method in organizing the learning activities aimed at the formation of students’ communicative competence are demonstrated on the example of the topic «Scientific and academic styles. Report, presentation» covered in Year 9 of the «Russian language as a mother tongue» course. The general conclusion is that teachers can use the experience of teaching rhetoric at school when implementing a new course «Russian language as a mother tongue».

scholarly journals General problems of teaching phonetics of the Russian language to Northwest Caucasian students: Overcoming and eliminating phonetic interference in the bilingual education conditions

Rhema ◽  
2018 ◽  
pp. 136-151
Author(s):  
Natalia V. Kazanskaya
Keyword(s):  
Bilingual Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Russian Language ◽  
Methods And Techniques ◽  
Caucasian Students ◽  
The Subject ◽  
Language Teaching Methods ◽  
The Russian Language

The subject of the present article is overcoming phonetic interference. The main goal of the paper is to analyze and illustrate how the phonological systems of Russian and Northwest Caucasian languages distinguish, and then develop the strategy of lessening and avoiding mother tongue interference in pronunciation of Russian sounds. The paper examines approaches that help the teacher make the process of teaching and learning Russian as a second language (RSL) more productive and efficient for L2 students. This review focuses on using general language teaching methods and techniques based on innovations, such as visual means of learning that allow the elimination of interference on phonological level.

scholarly journals Teaching Methods and Their Application in Writing Instruction in Primary School

2019 ◽  
Vol X (28) ◽  
pp. 181-202
Author(s):  
Dušanka Popović
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Mother Tongue ◽  
Process Approach ◽  
Process Writing ◽  
Writing Strategies ◽  
Teaching Model ◽  
Approaches To Teaching ◽  
Productive Process ◽  
Teaching Of Writing

Text creation is an important part of teaching the mother tongue and literature in primary school. Being a productive process, writing requires a set of skills and knowledge underpinning the structure and the form of the text, as well as its content and design. Literature on methods highlights five approaches to teaching of writing: presentational, interactive, instructional, free and process. The purpose of the research with its results presented here is to determine which of the above methods teachers apply, and how and why do they apply them, in order to determine whether some positive developments in this field of teaching following the contemporary changes in education actually occurred. We have determined that teachers in both, class and subject teaching, favor the presentational teaching model, as a traditional and proven one, but immediately after it they choose i.e. apply the process approach. Teachers apply also other approaches to a greater or lesser extent, so that teaching of writing becomes dynamic and more interesting. However, we believe that an approach such as the process approach should be more often and more consistently applied so that students adopt effective writing strategies and thereby significantly improve their writing creation in primary school. Keywords: application; teaching of writing; text creation.

Błędy gramatyczne w polszczyźnie studentów ukraińskojęzycznych

2021 ◽  
Author(s):  
Dominika Izdebska-Długosz
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Negative Transfer ◽  
Mother Tongue ◽  
First Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
The Other ◽  
Linguistic Interference ◽  
Made In

LINGUISTIC ERROS IN POLISH FOR UKRAINIAN-SPEAKING STUDENTS The question of linguistic errors made in Polish by Ukrainians, discussed in the dissertation at hand, places it in the field of Polish lapsology – a branch of comparative glottodidactics. The inspiration for writing this dissertation derives from my teaching experience – five years of teaching Polish as a Foreign Language (PFL) to Ukrainian- -speaking groups, thus groups homogeneous in terms of their first language. It was observed that linguistic errors of a certain kind and type are made in Polish by students from Ukraine regularly and irrespective of their language level. It seemed obvious that the phenomenon of linguistic interference – negative transfer the students’ mother tongue – is responsible for the majority of repeated errors. In no way do teaching methods applied in teaching Polish as a Foreign Language (TPFL) allow for conquering interlingual errors; moreover, they promote skills and competences which due to the phenomenon of intercomprehension do not require particular didactic measures. Experimenting with different teaching methods and types of activities in class allowed for certainty that Ukrainian-speaking students should be taught Polish using different methods than the groups heterogeneous in terms of their first language. On the other hand, delving into voluminous literature on this subject matter allowed for establishing that similar conclusions have been drawn by linguists and practising language teachers for almost 30 years (in TPFL, much longer in other languages). Hence arises the question of dissonance between the awareness of the sources of problems East Slavic groups must face while acquiring Polish and the lack of practical solutions in TPFL to these groups.

scholarly journals Transfer in related Slavic languages

2020 ◽  
Vol 27 ◽  
pp. 81-92
Author(s):  
Marta Pančíková ◽  
Alexander Horák
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Negative Transfer ◽  
Mother Tongue ◽  
Word Formation ◽  
Positive Transfer ◽  
Language Transfer ◽  
Slavic Languages ◽  
Long Time ◽  
The Impact

In the field of teaching Polish as a foreign language, transfer plays a major role. Positive transfer helps the users of closely related Slavic languages learn more quickly, while negative transfer should be closely monitored. Intercomprehension is a phenomenon which consists of guessing the meanings of related words and linguistic forms, and the ability to quickly understand languages which are closely related to the mother tongue of learners; in other words, it is a case of positive transfer. Intercomprehension in teaching related languages is directly associated with the phenomenon of language transfer. In the practice of teaching Polish as a non-native language in Slovakia and Czechia, teaching methods related to intercomprehension, including a contrast-based approach, have been applied for a long time. However, more focus has always been placed on negative transfer. In this article we provide examples of the impact of transfer, usually negative, at several linguistic planes in learning Polish by Slovaks and Slovak by Poles. The first author indicates two planes, those of inflection and syntax, using examples from the works of Polish students; the second author discusses the problems associated with lexis and indicates three planes: those of word formation, lexis, and style. Their discussions indicate that similarities help master a language more quickly and how important highlighting the differences for learners is.

scholarly journals Stručnost i metodičnost rada nastavnika kao mogući faktori njihove osobne jednažbe u procjenjivanju đačkih znanja

2018 ◽  
Vol 26 (3) ◽  
Author(s):  
Tomislav Grgin
Keyword(s):  
Statistical Analysis ◽  
Teaching Methods ◽  
Mother Tongue ◽  
Professional Knowledge ◽  
Knowledge Assessment ◽  
History Teachers ◽  
Chemistry Teachers ◽  
The Subject ◽  
School Heads ◽  
General Opinion

A group of 56 mother-tongue and history teachers and, a group of 60 mathematics and chemistry teachers of higher classes of the primary school, took part in an investigation where their professional knowledge and methodics were assessed on a scale from 1 (unsatisfactory) to 5 (excellent) by education specialists and their school heads. The statistical analysis of the subject marks that those teachers had given to, their pupils showed no effects of estimated professional knowledge on the influence of the personal equation in the marks. Estimated teacher’s methodics, however, showed strong effects on their marking strictness and marking leniency. The teachers with higher standards in methodics give generally higher marks, and the teachers with lower standards in methodics give generally lower marks to the pupils. This reinforces the general opinion in practice that the teachers with better teaching methods are more lenient, while those with inadequate teaching methods are more rigorous in their knowledge assessment of their pupils.

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