scholarly journals THEORETICAL AND PRACTICAL USE OF TV ADS IN GERMAN LANGUAGE EDUCATION

2020 ◽  
Vol 9 (71) ◽  
Keyword(s):  
Teacher Candidates ◽  
Language Skills ◽  
Group Discussion ◽  
Language Education ◽  
Target Language ◽  
German Language ◽  
School Students ◽  
Language And Culture ◽  
9Th Grade ◽  
Turkish Language

In the present study, the role of TV advertisements, which are prepared by blending the cultural, social, and linguistic elements, in language education, how to transform them into course material, and the results obtained by using the transformed material in language education are discussed. For this purpose, a qualitative research pattern consisting of two steps was employed in the situation analysis. In the first step, the teacher candidates who have been theoretically informed were asked to prepare 5 exercises on the Toyota car advertisement to be used in language education. Among 140 exercises obtained from the experimental study, the similar ones were eliminated using the content analysis method, classified within the fundamental language skills, and 37 sample exercises were obtained. In the second step, the same advertisement was used in the course for 9th-grade secondary school students and the course was videotaped in order to objectively analyze the course. Watched twice in the class, the advertisement was discussed in German language and, in case of expressional deficiency problems, in Turkish language. Among the exercises addressing different skills and prepared by the teacher candidates, 10 exercises were first implemented individually first and then together with class. At the end of course, 5 structured questions prepared for the focus group discussion were conducted with students and their opinions were assessed by taking voice records. It was determined that the TV advertisements can be easily transformed into course materials, that they can be used at every level and in developing 4 fundamental language skills, that they increased the students’ motivation since they are fun and pleasant to use, that they successfully teach the speaking-body language and culture of the target language, and that they make it easier to teach the words. For these reasons, it was concluded that TV advertisements should be used in foreign language education gradually more widely. Keywords: advertisements, language education, use of advertisements in language education

scholarly journals Academic Mobility Practices in Estimations of Ukrainian High School Students (Based on the Results of Qualitative Research)

2018 ◽  
Keyword(s):  
High School Students ◽  
Educational System ◽  
Language Skills ◽  
Group Discussion ◽  
Educational Process ◽  
Educational Systems ◽  
School Students ◽  
Academic Mobility ◽  
Higher Education Reforms ◽  
Transformational Process

The article is devoted to the results of a nationwide study «Ukrainian Higher Education Reforms in Assessments of Participants in the Educational Process», conducted by the Sociological Association of Ukraine and financially supported by the International Renaissance Foundation in late 2015 – early 2016. The analysis of Ukrainian students’ attitudes towards implementation of such elements of Ukrainian educational system transformational process as obligatory froing language skills based on the results of focus-group discussion is provided. Comparative analysis of students’ and teachers’ opinions on transformational process of Ukrainian educational systems practices as a whole and their academic mobility as well as language skills in particular has been done. It has been concluded that such skills and practices take a significant part in intercultural communication development, which might be considered as a significant factor on the one side and as a substantial component of the transformation of the educational system of Ukraine on the other side. A number of practical solutions and practical proposals aimed to promote academic mobility of Ukrainian students’ as well as teachers’ is been offered.

scholarly journals THE NECESSITY OF IMPROVING CULTURAL AWARENESS OF EFL LEARNERS IN STMIK HANDAYANI MAKASSAR

2019 ◽  
Vol 5 (1) ◽  
pp. 119
Author(s):  
Yuliah Abdul Haris
Keyword(s):  
Foreign Language ◽  
Cultural Difference ◽  
Cultural Awareness ◽  
First Language ◽  
Language Education ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Language And Culture ◽  
Foreign Language Learners ◽  
The Relationship

This paper mainly discusses the relationship between language and culture. Language and culture are closely related. If one does not understand the cultural backgrounds, he or she cannot learn the target language really well because any language is an integral part of its culture. Moreover, misunderstanding between the speaker whose first language is English and the speaker whose first language is not English occur between them.  The writer believes that there is still an important cultural element missing from foreign language education in Indonesian EFL classes in such as in STMIK Handayani Makassar. Therefore, English learning in STMIK Handayani Makassar should not only to learn the language, but also to learn its culture. To improve students’ sensitivity for cultural difference between the West and the East and to raise their cultural awareness, English teachers at schools are required not only to teach language but also to impart cultural background knowledge and further to deal with the relationship between language and culture well. This article starts with the necessity of teaching cultural awareness in English teaching at schools, and then this paper discusses some common cultural language mistakes by English Foreign Language learners in STMIK Handayani Makassar.

scholarly journals USING LITERARY TEXTS IN NORWEGIAN LANGUAGE TEACHING

2021 ◽  
pp. 505
Author(s):  
Danica Piršl ◽  
Tea Piršl
Keyword(s):  
Cultural Awareness ◽  
Language Skills ◽  
Target Language ◽  
Literary Texts ◽  
Cultural Patterns ◽  
Authentic Material ◽  
Language And Culture ◽  
Teaching Language ◽  
Language Classroom ◽  
Target Culture

The use of literary texts in teaching language has varied from the strict focus on translation and essential grammar and vocabulary lists derived from the text to the more creative uses like acting, writing and debating. Nowadays, communicative language approach prevails in most classrooms and insists on immersing students into both the target language and culture. In this paper, the author argues that to accomplish this, one can use literary texts in a number of ways and help the students learn, practice and master various language skills, while at the same time relating the texts to the students' interests, goals and lived experiences and help them relate to the society whose language they are learning. Literature is presented as a great source of authentic material that can contribute to students' language enrichment and cultural awareness. According to the data obtained from the research conducted for the purpose of this paper, students learning the Norwegian language by extensive use of literature reported better understanding of the target culture, raised awareness of the different cultural patterns and improved language skills. The pedagogical implications of the research are that more authentic literary texts should be used in language classroom to boost successful language acquisition.

scholarly journals Language education for non-native speaker language teachers

2018 ◽  
Vol 24 ◽  
pp. 44-55 ◽  
Author(s):  
Emma Riordan
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Native Speaker ◽  
Language Skills ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Group I ◽  
Language Courses ◽  
Training Programmes

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

scholarly journals Deutsch als Fremdsprache in Rumänien am Beispiel der Polytechnischen Universität Temeswar

2021 ◽  
Vol 47 (1) ◽  
pp. 260-272
Author(s):  
Ana-Maria Dascălu-Romiţan
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Language Skills ◽  
Scientific Field ◽  
German Language ◽  
Language And Culture ◽  
The World ◽  
Foreign Language Skills

Abstract In the phenomenon of globalization, the foreign language skills are part of both scientific field and everyday life. Though the number of learners of German decreased in the last twenty years, German seems to be again in greater demand as a foreign language all over the world. In the Romanian universities, the study of the German language continues to arouse great interest in the recent years. The following article deals with the role that German language plays in our country, and it tries to find answers regarding the Banat region/area, by using the example of the Polytechnic University of Timișoara. Another topic that the author emphasizes is the contribution of German as a foreign language - lessons in promoting the German language and culture in the Banat region.

English language teachers’ literacy competence in literature

2021 ◽  
Vol 2 ◽  
pp. 103
Author(s):  
Prasetyo Hazairin Eko ◽  
Kurniati Victa Sari Dwi ◽  
Kusuma Adhi
Keyword(s):  
High School Students ◽  
English Language ◽  
Language Skills ◽  
English Literature ◽  
Group Discussion ◽  
Language Teachers ◽  
Educational Values ◽  
School Students ◽  
English Language Teachers ◽  
Quantitative Descriptive

The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data were questionnaires and FGD (focus group discussion). The data were analyzed by using quantitative descriptive techniques consisting of central tendency and percentage analysis. The results of the study showed that all the teachers got between two and fourteen credits in literature from their undergraduate colleges. Their reading hours in literature after graduation did not show any regular base. This was particularly due to the fact that the portion of literature materials to be taught to the students was very limited. Thus, they thought that it was not necessitated to develop literary competence to support their teaching activities. However, all of them agreed that the teaching of literature to high school students was important and useful to improve their language skills as well as their character educational values.

scholarly journals Turkish Language teacher candidates' perceptions of the concept of digital story: A metaphor study

2020 ◽  
Vol 10 (2) ◽  
pp. 445-461
Author(s):  
Kaya Donmuş ◽  
Mehmet Eroğlu
Keyword(s):  
Teacher Candidates ◽  
Language Education ◽  
University Education ◽  
Study Group ◽  
Language Teacher ◽  
Purposeful Sampling ◽  
Digital Story ◽  
Digital Stories ◽  
Faculty Department ◽  
Turkish Language

The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.

scholarly journals Current issues of teaching methods of Russian native language

Neophilology ◽  
2021 ◽  
pp. 618-625
Author(s):  
Lуudmila N. Verkhovykh
Keyword(s):  
General Education ◽  
Teaching Methods ◽  
Native Language ◽  
Language Education ◽  
Russian Language ◽  
National Language ◽  
School Students ◽  
Language And Culture ◽  
Ethnographic Approach ◽  
Depth Study

We consider the issues of teaching methods of Russian native language, which is included in the system of basic general education and is important for teaching school students. Among the current ones, there are issues associated with the awareness of the importance of the Russian native language course by both teachers and school students, not only for deepening knowledge, but also for fostering patriotism, as well as issues caused by the training of teachers and the insufficient appeal of teachers to linguo-regional material, reflecting the foundations of the national language and culture. Based on the analysis of regulatory sources and scientific and me-thodological literature, the work substantiates the possibility of solving the problems that have ari-sen by in-depth study of specialized disciplines by students-philologists within the framework of a specialty, as well as by using the linguistic-ethnographic approach in teaching Russian native lan-guage, contributing to the study of national foundations Russian language, education of patriotism

The Use of ICTs in Second Language Education

2021 ◽  
pp. 202-213
Author(s):  
Tugba Elif Toprak Yildiz
Keyword(s):  
Second Language ◽  
Information And Communication Technologies ◽  
Language Learners ◽  
Language Education ◽  
Target Language ◽  
Great Promise ◽  
Language And Culture ◽  
Second Language Education ◽  
Ict Adoption ◽  
Information And Communication

As many aspects of our lives have been increasingly digitized, education has likewise taken its share from this digitization. Consequently, information and communication technologies (ICTs) have been progressively incorporated into education to improve the effectiveness of educational practices in formal and informal educational settings. ICTs hold great promise for second language education since they have the potential of providing language learners with increased opportunities to engage with the target language and culture even with a mouse click or a tap on their smartphones. This chapter presents an overview of how ICTs have been employed in the field of second language education over the decades by specifically elaborating on the rationale behind ICT adoption, the properties of ICTs utilized, advantages and disadvantages of ICT adoption in the field, and factors that might impede or facilitate ICT adoption in second language education. The chapter concludes with practical considerations that might affect the efficiency of ICT adoption in second language education.

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