scholarly journals The Category of Time in English, Russian and French Phraseology

2017 ◽  
Vol 6 (4) ◽  
pp. 451
Author(s):  
Elena A. Makleeva ◽  
Liya F. Shangaraeva ◽  
Dina P. Sheinina ◽  
Faruk Acar
Keyword(s):  
Semantic Analysis ◽  
Foreign Languages ◽  
Teaching English ◽  
Semantic Concepts ◽  
Practice Of Teaching

<p>In the paper we make an attempt to analyze linguistic and cultural descriptions of phraseological units of English, Russian and French reflecting the category of time. In the study of each language about 200 of phraseological units associated with the category of time were taken, which were divided into 5 groups representing different phraseo-semantic concepts. We have carried out a semantic analysis of the data of phraseological units identified by national-cultural peculiarities of expression of time category. The results can be used in the practice of teaching English, Russian and French as foreign languages, in courses on linguistics, and are also taken into account compiling dictionaries.</p>

scholarly journals USING OF MODERN EDUCATIONAL TECHNOLOGIES IN TEACHING ENGLISH FOR HIGH SCHOOL

Globus ◽  
2021 ◽  
Vol 7 (4(61)) ◽  
pp. 29-31
Author(s):  
S.S. Kulmagambetova ◽  
A.A. Shalabayeva
Keyword(s):  
High School ◽  
Foreign Language ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Teaching English ◽  
Innovative Technologies ◽  
Multimedia Tools ◽  
Computer Technologies ◽  
Modern Information ◽  
Practice Of Teaching

The article analyzes the feasibility of introducing modern information and computer technologies, multimedia tools, and advanced techniques in the process of mastering a foreign language. The necessity of using innovative technologies in the practice of teaching foreign languages is analyzed.

scholarly journals Using of modern educational technologies in teaching English for high school

2021 ◽  
Vol 74 (4) ◽  
pp. 69-72
Author(s):  
S.S. Kulmagambetova ◽  
A.A. Shalabayeva
Keyword(s):  
High School ◽  
Foreign Language ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Teaching English ◽  
Innovative Technologies ◽  
Multimedia Tools ◽  
Computer Technologies ◽  
Modern Information ◽  
Practice Of Teaching

The article analyzes the feasibility of introducing modern information and computer technologies, multimedia tools, and advanced techniques in the process of mastering a foreign language. The necessity of using innovative technologies in the practice of teaching foreign languages is analyzed.

scholarly journals Using Games as a Tool in Teaching Vocabulary to Young Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 120 ◽  
Author(s):  
Sahar Ameer Bakhsh
Keyword(s):  
Saudi Arabia ◽  
Elementary Schools ◽  
Literature Review ◽  
Foreign Languages ◽  
Teaching English ◽  
Main Subject ◽  
Young Learners ◽  
Methods And Techniques ◽  
Conventional Methods ◽  
Practical Implications

<p>Over the last few decades, teaching English become a phenomenon in Saudi Arabia, especially to young learners. English is taught as a main subject in kindergarten and elementary schools. Like any other children, Saudis accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this paper is to prove that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings. This paper deals with a literature review of teaching English vocabulary to young learners using games. Then it discusses the importance of using games in teaching vocabulary and in what way using them is helpful. After that it investigates the practical implications of using games to teach vocabulary that includes the implementation of vocabulary games and some examples of games that could be used to teach vocabulary to children. And finally it examines challenges teachers face when teaching vocabulary using games to young learners.</p>

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Different Approaches and Methods of Teaching English

2021 ◽  
Vol 58 (2) ◽  
pp. 1149-1157
Author(s):  
Shakhnoza Jalolova Et al.
Keyword(s):  
Young People ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Teaching English ◽  
Young Teachers

: In this article, you will find a description of the different approaches to teaching English to students. The topic will be useful for young teachers and those who want to start learning the language on their own. It is important that the consumer understands how his or her linguistic needs are met. Also, after the independence of our country, the interest in teaching foreign languages has increased, and many opportunities for young people will be created, and other issues will be discussed.

scholarly journals Innovative technologies of teaching foreign languages

2021 ◽  
pp. 221-229
Author(s):  
Д.А. Зайналова
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Learning Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Quantitative Composition ◽  
Motivation To Learn ◽  
Sources Of Information ◽  
Teaching English ◽  
First Year Students

В статье проанализированы современные методы преподавания иностранного языка и обоснована целесообразность их использования в технических учреждениях высшего образования. Процесс преподавания английского языка в неязыковых высших учебных заведениях имеет определенные особенности, связанные с разным начальным уровнем языковой подготовки первокурсников; количеством академических часов, отведенных на изучение этой дисциплины; количественным составом групп; низкой мотивацией к освоению иностранного языка. Отмечено, что в учебном процессе важную роль играет мотивация, формирование которой у студентов технических вузах должно быть одной из основных задач учебно-воспитательного процесса. Установлено, что значительно повысить результативность занятия можно при условии профессионально ориентированного наполнения содержания дисциплины "иностранный язык" в технических вузах. Выяснено, что применение интерактивных технологий обучения предусматривает обращение к коммуникативному, в частности когнитивно-коммуникативному, и конструктивистского методов преподавания иностранного языка. Доказано, что использование инновационных подходов к преподаванию английского языка и мультимедийных средств обучения дает возможность студентам повысить мотивацию к изучению иностранных языков, обеспечить доступ к новым, альтернативным источникам информации, развить самостоятельную умственную деятельность, сформировать коммуникативные навыки, культурную и профессиональную компетентность. The article analyzes modern methods of teaching a foreign language and justifies the expediency of their use in technical institutions of higher education. The process of teaching English in non-linguistic higher educational institutions has certain features related to the different initial level of language training of first-year students; the number of academic hours allocated to the study of this discipline; the quantitative composition of groups; low motivation to learn a foreign language. It is noted that motivation plays an important role in the educational process, the formation of which among students of technical universities should be one of the main tasks of the educational process. It is established that it is possible to significantly increase the effectiveness of the lesson provided that the content of the discipline "foreign language" is professionally oriented in technical universities. It is found that the use of interactive learning technologies involves the use of communicative, in particular cognitive-communicative, and constructivist methods of teaching a foreign language. It is proved that the use of innovative approaches to teaching English and multimedia teaching tools allows students to increase motivation to learn foreign languages, provide access to new, alternative sources of information, develop independent mental activity, form communication skills, cultural and professional competence.

Emergent Languages from Pretrained Embeddings Characterize Latent Concepts in Dynamic Imagery

2020 ◽  
Vol 14 (03) ◽  
pp. 357-373
Author(s):  
James R. Kubricht ◽  
Alberto Santamaria-Pang ◽  
Chinmaya Devaraj ◽  
Aritra Chowdhury ◽  
Peter Tu
Keyword(s):  
Unsupervised Learning ◽  
Supervised Learning ◽  
Semantic Analysis ◽  
Single Agent ◽  
Learning Approach ◽  
Learning Approaches ◽  
Physical Motion ◽  
Semantic Concepts ◽  
Dynamic Imagery ◽  
Motion Types

Recent unsupervised learning approaches have explored the feasibility of semantic analysis and interpretation of imagery using Emergent Language (EL) models. As EL requires some form of numerical embedding as input, it remains unclear which type is required in order for the EL to properly capture key semantic concepts associated with a given domain. In this paper, we compare unsupervised and supervised approaches for generating embeddings across two experiments. In Experiment 1, data are produced using a single-agent simulator. In each episode, a goal-driven agent attempts to accomplish a number of tasks in a synthetic cityscape environment which includes houses, banks, theaters and restaurants. In Experiment 2, a comparatively smaller dataset is produced where one or more objects demonstrate various types of physical motion in a 3D simulator environment. We investigate whether EL models generated from embeddings of raw pixel data produce expressions that capture key latent concepts (i.e. an agent’s motivations or physical motion types) in each environment. Our initial experiments show that the supervised learning approaches yield embeddings and EL descriptions that capture meaningful concepts from raw pixel inputs. Alternatively, embeddings from an unsupervised learning approach result in greater ambiguity with respect to latent concepts.

scholarly journals Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Gulnara Makhkamova ◽  
Akram Amirkulov
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cognitive Process ◽  
Teaching And Learning ◽  
Negative Transfer ◽  
Foreign Languages ◽  
Italian Language ◽  
Methods And Techniques ◽  
Practice Of Teaching

Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.

The Securitization of Language Education

2018 ◽  
Vol 40 (5) ◽  
pp. 859-863
Author(s):  
Kaushalya Perera ◽  
Sinfree Makoni
Keyword(s):  
Applied Linguistics ◽  
Language Education ◽  
Foreign Languages ◽  
Ethical Challenges ◽  
Teaching English ◽  
The World ◽  
The Impact

Abstract This Forum article is a contribution to the development of a securitization perspective on language education. We construe securitization of applied linguistics as the tendency to align national goals for language education, including Teaching English as a Second or Other Language (TESOL) and foreign languages, with broader national and security agendas. Keeping in mind the impact of the World Wars I and II on securitizing language education, we illustrate the more recent impact of this due to 9/11 and the subsequent shifts in global geopolitics. Wepoint to the insidious connections that have been growing for decades between the defense sectors in various countries and regions and language education while drawing attention to the increased pace and intensity of it in current times. We conclude this piece by outlining the ethical challenges which the ongoing securitization of applied linguistics poses for applied linguists.

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