scholarly journals Nadie se queda atrás: la integración del alumnado de E/LE en el aula de secundaria

2020 ◽  
Author(s):  
Sara Badia-Climent
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Key Words ◽  
Foreign Students ◽  
Native Language ◽  
Native Students ◽  
Secondary Classrooms ◽  
The Troubles ◽  
Palabras Clave ◽  
Communicative Approach

  Resumen: En la actualidad, las aulas de secundaria se han convertido en espacios multiculturales que han llevado tanto a alumnos como a profesores a enfrentarse a una nueva realidad dentro de las clases. Los alumnos de origen extranjero y con lengua no nativa se ven obligados a adaptarse e integrarse a un ritmo vertiginoso que, en ciertas circunstancias, es inasumible; especialmente en aquellos alumnos que han entrado dentro del circuito escolar a partir del ciclo de secundaria y en mitad de curso. El objetivo, por tanto, de este artículo es analizar los resultados de aprendizaje de los alumnos inmigrantes de 3.º de ESO dentro de una secuencia didáctica dedicada al género anuncio para a) detectar la problemática de aprender una lengua mientras se trata de impartir los contenidos curriculares correspondientes y, sobre ellos, b) proponer una serie de modificaciones que puedan paliar estas dificultades. Palabras clave: Análisis de Errores, Enfoque por tareas, Enfoque Comunicativo, ELE en Secundaria,   Traducción del título al inglés Abstract: Nowadays, secondary classrooms have turned into multicultural spaces that have driven students and teachers to a new academic reality. Foreign students that haven’t got Spanish as native language must adapt and include in a fast-way. This situation, sometimes, is unacceptable, especially when students have started the scholar-circuit in the middle of course.             For this reason, the aim of this paper is to analyse the learning results of non-native students of 3.tr of ESO during a didactic sequence of advertisement genre to a) detect the troubles of learning a new language while they are trying to assimilate the curricular contents and, therefore, b) propose a series of modifications that could palliate these difficulties. Key words: Mistake’s Analysis, Tasks-Based Approach, Communicative Approach, Spanish as foreign language in High Schools

scholarly journals COMMUNICATIVE ORIENTED EDUCATION

2021 ◽  
Vol 2021 (1) ◽  
pp. 352-355
Author(s):  
Nadezhda Grin
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Effective Means ◽  
Real Situation ◽  
The Real ◽  
Communicative Approach

This article discusses the communicative nature and the communicative principle of learning. Special attention is paid to the role of the video film as an effective means of teaching intercultural communi-cation in a foreign language. The communicative approach allows you to model a language situation that is close to the real situation of communication, without using your native language.

Игры на уроках русского языка как иностранного

2019 ◽  
pp. 11-13
Author(s):  
Асия Динеева
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Foreign Students ◽  
Traditional Method ◽  
New Knowledge ◽  
Learning Interest ◽  
Game Forms

Аннотация: В статье рассматриваются методы и игровые формы обучения русского языка как иностранного у студентов различных профилей подготовки на довузовском этапе. Актуальность избранной темы статьи состоит в том, что изучение русского языка как иностранного - очень сложный и трудоемкий процесс. Методика РКИ постоянно ищет простые, но эффективные способы подачи ма- териала. Игра - один из таких способов. Игровые методы и приемы позволяют освоить и закрепить новые знания не традиционным методом многократного повторения и зазубривания, а с помощью активных, вызывающих повышенный интерес и дополнительную мотивацию к действию. В статье представлены некоторые игры, которые могут быть использованы при обучении иностранных студентов лексике и грамматике. Ключевые слова: методы, игровые формы обучения, интерес, игры: фонетические, грамматические, лексические. Аннотация: Макалада чет элдик студенттерди жогорку окуу жайында даярдоо баскычында орус тилин үйрөтүүдө оюн түрүндө колдонуп өтүү ыкмасы каралат. Орус тили чет тили катарында өтүлүүдө тандалган теманын актуалдуулугун өнүктүрүү абдан татаал жана изденүү эмгегин талап кылган процесс. Орус тили чет тили катары үйрөтүлүп жаткандыктан өтүлө турган материалдар жөнөкөй, бирок сапаттуу билим берүү методикасын издөө керек. Ушундай методиканын бири оюн түрүндө сабакты өтүү ыкмасы эсептелет. Оюн түрүндөгү ыкма, салттуу окутуудан айырмаланып, чет элдик студенттердин тил үйрөнүүгө кызыгуусун арттырып жана шык берет. Бул макалада чет тилдүү студенттерге лексиканы жана грамматиканы окутууда бир нече оюндардын түрлөрү көрсөтүлгөн. Түйүндүү сөздөр: оюн түрүндө үйрөтүү ыкмасы, фонетиканы, лексиканы, грамматиканы үйрөтүүдө оюндардын түрүн колдонуу. The article considers methods and game forms of teaching Russian as a foreign lan- guage to students of different profiles of training at the pre-University stage. The aim of the chosen topic of the articles is that the study of Russian as a foreign language is very difficult and time-consuming process. Methods of Russian as a foreign language is constantly looking for simple but effective ways of presenting the material. The game - one of the following ways. Game methods and tecniques allow you to learn and consolidate new knowledge non traditional method of repitition and memorization and with the help of active causing increased interest and additional motivation. The article presents some games that can be used in teaching foreign students vocabulary and grammar. Key words: methods, playing forms, learning, interest, games: phonetic grammat- ical lexical.

Stages of teaching students a second foreign language based on cognitive communicative approach

2020 ◽  
pp. 42-47
Author(s):  
Nataliia A. Borozdina
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Language Teaching ◽  
Language Transfer ◽  
Planning Stage ◽  
Teaching Activities ◽  
Common Problems ◽  
Communicative Approach ◽  
Selection Of

Educators should carefully plan their teaching activities especially when it comes to second foreign language teaching. One of the most common problems many students face when learning a second foreign language is a negative language transfer which arises due to the influence of the native language and the first foreign language. Especially difficult is the overcoming of negative language transfer in the process of studying the prepositions of a second foreign language. In order to help students overcome the emerging negative language transfer under the influence of several languages educators should create a special learning environment that would contribute to creating special learning connections in learners’ minds. We consider the benefits of cognitive communicative approach in relation to the process of overcoming negative language transfer when studying the prepositions of a second foreign language. We propose and describe an algorithm for overcoming negative language transfer which includes the following stages: 1) planning stage; 2) selection of the most suitable methodological content; 3) creation of scaffolded methodic content; 4) scaffolded practice of skills; 5) independent students’ practice; 6) assessment stage.

scholarly journals Comparative typological method as a tool for teacher training philologist in the process of teaching the Russian language

Linguistics ◽  
2021 ◽  
pp. 107-115
Author(s):  
Svitlana Shpetna ◽  
◽  
Оlha Kirichenko ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Language ◽  
Russian Language ◽  
Material Structure ◽  
Analysis And Synthesis ◽  
Contact Language ◽  
Complete Exclusion ◽  
Language Environment ◽  
Level Of Motivation

The article considers some aspects of the use of comparative-typological method in the process of studying the educational component «Russian language» by applicants for higher education from Turkmenistan, the role and significance of the comparative characteristics of Turkmen and Russian language to solve a specific methodological task: teaching students the language to master the future profession of teacher of Russian language and literature. In practice, it is proved that the complete exclusion of the native language in the process of learning Russian (as a foreign) language is impossible. Assimilation of Russian by Turkmen students occurs in most cases through the structure of the native Turkmen language, taking into account typological properties in phonetics, lexicology, phraseology, morphology, based on linguistic, cultural, mental features, which affects not only the mastery of a foreign language but and for a better understanding of the native language, thanks to the knowledge of different language cultures, national peculiarities of perception of the world and determination of one's place in it. One of the conditions for effective teaching of Russian to foreign students is the use of comparative-typological method, which allows the teacher to explain language features, clarify similarities and differences between contact language systems, taking into account the processes of interference of native language in Russian. By gradually involving students in such activities, we increase the level of motivation to learn a foreign language, stimulate the improvement of communication skills, as well as the ability to abstract thinking, analysis and synthesis, clear and precise expression, ability to argue and support facts. This approach helps students to more easily learn the material, structure it, organize knowledge of native and Russian languages, which significantly improves the understanding of language as such and linguistic phenomena in general. The use of the method of comparison helps Turkmen students to adapt more quickly to the language environment, to adequately understand and master the material of lectures and practical classes, to prevent typical language mistakes, and in general to overcome difficulties in the learning process. Language comprehension gives students the opportunity to form linguistic and communicative competence in the areas of professional and situational communication in oral and written forms, and thus to be successful in the profession.

scholarly journals Un recorrido turístico en la clase de ELE / A sightseeing tour in the Spanish class

2019 ◽  
Author(s):  
Azucena Barahona Mora
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Practical Experience ◽  
Personal Satisfaction ◽  
Theoretical Concepts ◽  
Palabras Clave ◽  
Linguistic Ability ◽  
Oral Skills

Resumen: En el presente trabajo se plantea una experiencia didáctica desarrollada con alumnos norteamericanos estudiantes de ELE. El objetivo era poner en práctica el léxico del turismo empleando como destreza la expresión oral. En primer lugar, se hace una revisión de los conceptos teóricos asociados con esta habilidad lingüística. Posteriormente, se explica la actividad que se llevó a cabo. Esta consistía en la realización de un recorrido por la ciudad de Miami en el que los discentes aplicaban el material elaborado en clase. Por último, se exponen los resultados de la implementación. Estos muestran la satisfacción tanto académica como personal de los participantes, así como la consecución del objetivo programado. Palabras clave: Español como lengua extranjera, expresión oral, léxico, turismo. Abstract: This paper offers a didactic proposal carried out with American pupils who study Spanish as a foreign language. The activity aims to put into practice the lexicon related to tourism using oral skills. Firstly, theoretical concepts involved in this linguistic ability are stated. Then, the practical experience is explained. For the implementation, a sightseeing tour in Miami was designed and the students applied the oral text they worked in class. Finally, the results are presented. They show the academic and personal satisfaction of the participants, as well as the achievement of the programmed objective. Key words: Spanish as a foreign language, oral skills, lexicon, tourism.

scholarly journals The problems of foreign students’ training of listening skills by means of information and communication technologies

2018 ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Foreign Students ◽  
Native Language ◽  
Communication Technologies ◽  
Educational Programs ◽  
Listening Skills ◽  
Teaching Aids ◽  
Information And Communication ◽  
Stages Of Learning

The article focuses on the importance of improving the effectiveness of foreign students’ listening skills formation at the initial stages of learning Russian as a foreign language. The author outlines the stages of work and its tasks, the groups of exercises and test tools, which are topical for listening skills training of the specified contingent of students with the help of information and communication technologies. The ways to overcome the difficulties of using multimedia educational programs as a training complex for teaching listening skills in accordance with specific requirements of this type of teaching aids and the general requirements of teaching materials for listening have been considered. The author states that non-native language proficiency is the most important means of obtaining the professional education for foreign students. The significance of the use of information and communication technologies as the newest means of increasing the efficiency of the educational process as well as its individual subsystems including language training have been determined in the article. Different aspects of teaching listening as a type of speech activity in scientific works of domestic and foreign scientists have been analyzed. The performance of listening skills improvement is possible through the systematic analysis of problems caused by non-compliance with linguodidactic requirements for the compilation of training materials for teaching listening skills to foreign students at initial stage of learning a non-native language. The article deals with specific requirements for educational materials compiled with the help of information and communication technologies, among which are multimedia, interactivity, nonlinearity and others are the most important ones. The article discusses the ways of combining two separate groups of requirements for the combination of this type of teaching aids. The author analyzes the experience of development of multimedia educational programs for teaching listening to the foreign students at the initial stages of learning Russian as a foreign language based on the adapted texts.

ANALYSIS OF TEACHERS’ MANAGEMENT AND INSTRUCTIONAL TALK IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM AT SMA NEGERI 1 BOMBANA

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Roslina
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Qualitative Method ◽  
Native Language ◽  
English Teachers ◽  
Target Language ◽  
Frequency Of Use ◽  
Study Results ◽  
Analyze Data ◽  
Instructional Talk

This study aims were to determine the context of teacher management and instructional talks in senior high schools, especially in Senior High Schools of 1 Bombana and the frequency of use of teachers' native language (NL) and target language (TL). The study subjects were two Indonesian English teachers. The descriptive qualitative method was used to obtain and analyze data. Our study results showed four contexts of utterance related to management talk while three contexts were related to the instructional talk. Teachers prefer to use the native language than the target language in either management talk term or instructional talk term.  The frequency of using the native language was much higher both in management and instructional talk. It indicated by 86.9% average used in management talk, while 77.1% in the instructional talk. In addition, the reason for the domination of the native language was to reach the effectiveness of learning in EFL classes. However, it was also implied that the teacher's competence to use English in the classroom was inadequate.

scholarly journals ¡Entonemos del revés!: algunas estrategias para mejorar la entonación emocional de los alumnos de ELE / Let’s modulate our voice inside out!: some strategies to practice the emotional intonation with Spanish as a foreign language students

2019 ◽  
Author(s):  
Carla Arlandis Toledano ◽  
Elena Meseguer Monfort
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Basic Emotions ◽  
Primary Motivation ◽  
Palabras Clave ◽  
Language Students ◽  
Expressive Intonation ◽  
Inside Out ◽  
Do So ◽  
Foreign Language Students

En este artículo se propone una secuencia de actividades basada en algunas ideas del Método verbo-tonal (Guberina/Murillo, 2008; Padilla, 2018) la cual consta de cinco actividades, secuenciadas en percepción-producción/consciente-inconsciente (Padilla, 2015), para practicar la entonación expresiva. El elemento motivador que se emplea a lo largo de la secuencia didáctica es la película Del revés. En esta secuencia de actividades perseguimos dos objetivos: contrastar la entonación neutra con la emotiva y practicar la entonación neutra y emotiva en enunciados declarativos. Para ello, haremos una contrastación de los valores emotivos con los neutros, trabajando las seis emociones básicas: alegría, miedo, asco, enfado, tristeza y sorpresa.   Palabras clave: verbo-tonal, actividades, entonación, expresiva, emociones   This article aims to develop a sequence of five activities based on some of the ideas of the verbo-tonal method (Guberina/Murillo, 2008; Padilla, 2018). They are classified as different processes in order to practice the expressive intonation: perception and production in a conscious and unconscious way (Padilla, 2015). The primary motivation is the movie- Inside out. This sequence of activities has two objectives: contrasting the neutral intonation with the emotional intonation and practicing the neutral and emotional intonation when using declarative statements. To do so, this sequence of activities will contrast the neutral values with the emotional ones by working with the six basic emotions: happiness, fear, disgust, anger, sadness and surprise. Key words: verbo-tonal, activities, intonation, expressive, emotions

scholarly journals STUDYING VERBS OF MOVEMENT IN THE COURSE OF RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 231-237
Author(s):  
Татьяна Николаевна Юркина
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Semantic Analysis ◽  
Teaching Methodology ◽  
Semantic Group ◽  
Speech Activity ◽  
Russian Verb ◽  
Grammatical Skills ◽  
Communicative Approach ◽  
Effective Development

В данной статье охарактеризованы основные аспекты изучения глаголов движения в курсе русского языка как иностранного, а также приведены дидактические материалы, которые можно использовать для освоения названной лексико-семантической группы глаголов обучающимися. Актуальность настоящего исследования обусловлена прежде всего трудностью системы русского глагола, обладающего самой богатой парадигмой. Необходимость эффективного освоения русской глагольной системы особенно возрастает при изучении русского языка как иностранного (далее - РКИ). В статье представлен структурный и семантический анализ глаголов движения, а также раскрыты их синтагматические свойства. Для облегчения знакомства с русскими глаголами движения наряду с теоретическими упражнениями в методике преподавания РКИ активно используются упражнения в игровой форме, грамматические рифмовки, имитативные задания и т. п. Они позволяют иностранным обучающимся в ненавязчивой форме закрепить изучаемую теоретическую информацию, активизируют совместную речевую деятельность обучающихся, в рамках актуального в методике преподавания РКИ функционально-коммуникативного подхода дают возможность совершенствовать полученные речевые навыки и грамматические умения. This article describes the main aspects of studying verbs of movement in the course of Russian as a Foreign Language, and also provides didactic materials that can be used for mastering the named lexical and semantic group of verbs by students. The relevance of this study is primarily due to the difficulty of the Russian verb system, which has the richest paradigm. Russian as a Foreign Language (hereinafter referred to as RFL) is especially necessary for the effective development of the Russian verb system. The article presents a structural and semantic analysis of verbs of movement, as well as their syntagmatic properties. To facilitate acquaintance with the Russian verbs of movement, along with theoretical exercises, the teaching methodology of RFL actively employs exercises in the form of a game, grammatical rhyming, imitative exercises, etc. They allow foreign students to consolidate the studied theoretical information in an unobtrusive form, activate the joint speech activity of students, within the framework of the functional and communicative approach that is relevant in the teaching methodology of RFL, they make it possible to improve the acquired speech skills and grammatical skills.

scholarly journals ¡Entonemos del revés!: algunas estrategias para mejorar la entonación emocional de los alumnos de ELE / Let’s modulate our voice inside out!: some strategies to practice the emotional intonation with Spanish as a foreign language students

2019 ◽  
Vol 15 ◽  
Author(s):  
Carla Arlandis Toledano ◽  
Elena Meseguer Monfort
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Basic Emotions ◽  
Primary Motivation ◽  
Palabras Clave ◽  
Language Students ◽  
Expressive Intonation ◽  
Inside Out ◽  
Do So ◽  
Foreign Language Students

En este artículo se propone una secuencia de actividades basada en algunas ideas del Método verbo-tonal (Guberina/Murillo, 2008; Padilla, 2018) la cual consta de cinco actividades, secuenciadas en percepción-producción/consciente-inconsciente (Padilla, 2015), para practicar la entonación expresiva. El elemento motivador que se emplea a lo largo de la secuencia didáctica es la película Del revés. En esta secuencia de actividades perseguimos dos objetivos: contrastar la entonación neutra con la emotiva y practicar la entonación neutra y emotiva en enunciados declarativos. Para ello, haremos una contrastación de los valores emotivos con los neutros, trabajando las seis emociones básicas: alegría, miedo, asco, enfado, tristeza y sorpresa.   Palabras clave: verbo-tonal, actividades, entonación, expresiva, emociones   This article aims to develop a sequence of five activities based on some of the ideas of the verbo-tonal method (Guberina/Murillo, 2008; Padilla, 2018). They are classified as different processes in order to practice the expressive intonation: perception and production in a conscious and unconscious way (Padilla, 2015). The primary motivation is the movie- Inside out. This sequence of activities has two objectives: contrasting the neutral intonation with the emotional intonation and practicing the neutral and emotional intonation when using declarative statements. To do so, this sequence of activities will contrast the neutral values with the emotional ones by working with the six basic emotions: happiness, fear, disgust, anger, sadness and surprise. Key words: verbo-tonal, activities, intonation, expressive, emotions

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