scholarly journals Foreign Language Teaching in a Preschool Educational Institution as a Condition of Children’s Social Communicative Development: Specific Features and Methods

2021 ◽  
Vol 13 (2) ◽  
pp. 831-836
Author(s):  
Boris Alexandrovich Artemenko ◽  
Elena Borisovna Bystray ◽  
Elena Vladimirovna Chelpanova ◽  
Irina Yurevna Ivanova ◽  
Irina Viktorovna Kolosova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Educational Institution ◽  
Emotional Impact ◽  
Communicative Development ◽  
Push Forward ◽  
Social Communicative ◽  
Informative Content ◽  
Research Show ◽  
Positive Motivation

The article dwells upon specific features and peculiar methods of teaching a foreign language to preschoolers which will contribute to their social communicative development. The authors emphasize a stage character of this process distinguishing the initial phonetic stage, the second lexical stage and the final evaluative and reflective stage. The enhancement of phonetic, lexical and speech skills stipulates such forms of classwork arrangements as individual, paired and choral, each with its advantages and functions. For this age group, an analytico-imitative method has been recognized as the most effective one: cognitive imitation and reproduction are the basic forms of learning. In this respect, the content of the material intended for cognitive imitation has to be valuable, informative and thought-provoking. Special genres have to be found and applied to motivate children to learn and take part in activities: songs, counting rhymes, poems, fairy-tales and games. Children should be constantly involved into the emotionally appealing canvas of the lesson. The results of the research show that emotional impact, exciting forms of presentation and the informative content of the material increase preschoolers’ self-consciousness about their progress, create positive motivation and push forward their cognitive, communicative and social development.

scholarly journals LEARNING TO READ USING A FAIRY TALE

2021 ◽  
Author(s):  
Azhar Omurzakova
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Emotional Impact ◽  
Learning To Read ◽  
Linguistic Means

The article examines the process of teaching a foreign language on the basis of fairy tales. The important advantages of fairy tales as linguodidactic material are authenticity, informative richness, concentration of linguistic means, and emotional impact on the addressee. There are several stages of work on the text of a fairy tale: before text, text, after text. At each of them, it is necessary to use various tasks that contribute to the expansion of the vocabulary of students, increase the level of proficiency in a foreign language, and contribute to the solution of linguistic and cultural problems.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS LANGUE-CULTURE : REPRÉSENTATIONS, ENJEUX ET CHOIX

FRANCISOLA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Razika BENTAYEB
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Educational Institution ◽  
Premier Lieu ◽  
Mots Clés ◽  
The Third ◽  
Knowing That ◽  
Teaching Learning

RÉSUMÉ. S’il est légitime que chaque langue-culture en tant que système ait ses défenseurs qui veillent à la préserver en gagnant plus d’espace par rapport à d’autres systèmes, la classe du français langue étrangère, dans le contexte algérien, se présente comme un des lieux de rencontre des langues-cultures, d’échanges mais aussi de tensions, voulu par les politiques comme un lieu de défense et de préservation. Sachant que l’institution éducative algérienne veille à la formation de la personnalité des apprenants en prenant en charge en premier lieu les valeurs identitaires qui se déploient à travers la notion d’algérianité; ainsi préserver la culture des apprenants c’est préserver l’algérianité de ces derniers. Mais, en quoi et comment peut-elle contribuer à la préservation des intérêts identitaires nationaux à travers l’enseignement d’une langue étrangère à savoir le FLE ? Les résultats de l’analyse du manuel scolaire de français de la 3ème AS ont démontré que l’institution éducative algérienne propose un enseignementapprentissage du français langue étrangère réduit de sa substance culturel alors que les didacticiens insistent plus que jamais sur le fait que l’on ne peut enseigner-apprendre une langue sans sa culture. Mots-clés : FLE, l’écart, institution éducative, manuel scolaire, représentation.  ABSTRACT. While it is legitimate that each language-culture as a system has its defender who are careful to preserve it by gaining more space compared to other systems, the class of French as a foreign language, in the Algerian context, presents itself as one of the meeting places of languages and cultures, exchanges but also tensions, wanted by politicians as a place of defense and preservation. Knowing that the Algerian educational institution is concerned with the formation of personality, which is the first component of the overall profile, learners in the first name in charge first of all of the identity values deployed through the notion of Algerianism; Thus preserving the culture of the learners is preserving the algerianity of the latter. However, what and how can it contribute to the preservation of national identity interests through the teaching of a foreign language, the FLE? The results of the analysis of the French textbook of the third ASE showed that the educational institution proposes a teaching-learning of the FLE reduced of its cultural substance whereas the didacticians insist that one can not teach- Learn a language without her culture. Keywords : educational institution, FLE, gap, representation, textbook

Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

2022 ◽  
Vol 10 (1) ◽  
Author(s):  
Vasyl Osodlo ◽  
Vitalii Rakhmanov ◽  
Viktoriia Krykun ◽  
Nataliya Tarasenko ◽  
Marharyta Aristarkhova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Information Environment ◽  
Language Training

Culinaronyms in formatting linguocultural competence in teaching Russian as a foreign language

2020 ◽  
Vol 8 (3) ◽  
pp. 1-18
Author(s):  
Ngoc Son Phan
Keyword(s):  
Foreign Language ◽  
Scientific Research ◽  
Theory And Practice ◽  
Cultural Dimensions ◽  
Research Results ◽  
Survey Results ◽  
Linguistic Units ◽  
Research Show

Abstract Linguocultural approach is the new teaching direction in teaching Russian as a foreign language (RFL). Based on this approach, students are aimed to form a linguocultural competence. Studying scientific research show that there is a lot of linguistic units that are suitable to help students in forming their linguocultural competence. The purpose of the research is to apply the topic “Russian culinaronyms” (known as the name of Russian food) in the formation of the linguocultural competence of Vietnamese students who are learning Russian as a foreign language. The research was conducted by surveying and interviewing 26 Russian teachers in Vietnam by verifying the applicability of theory and practice of the topic “Russian culinaronyms”. The research results show that the teachers think that the application of this food topic in the formation of their linguocultural competence is appropriate with high survey results. Furthermore, it reveals the linguistic and cultural dimensions from Russian culinaronyms which can be used to form a linguocultural competence for Vietnamese students. The topic “Russian culinaronyms” can be applied in extracurricular sessions for language specialized students.

Reiniger, Lotte (1899–1981)

2018 ◽  
Author(s):  
Richard J. Leskosky
Keyword(s):  
World War Ii ◽  
Great Britain ◽  
Fairy Tales ◽  
Gender Issues ◽  
Emotional Impact ◽  
Paul Hindemith ◽  
Social Commentary ◽  
Animated Film ◽  
Lotte Reiniger ◽  
Live Action

Berlin-born Charlotte ‘Lotte’ Reiniger, the first woman animator, was the foremost practitioner of silhouette animation (paper cut-outs lit from beneath and manipulated one frame at a time under the camera). She anticipated Disney’s multi-plane system of separating image levels under the camera to create illusory depth by a dozen years. Chinese shadow plays fascinated her as child, and a lecture by German Expressionist director/actor Paul Wegener on animated film inspired her as a teen. While a student at Max Reinhardt’s acting school, she published a book of silhouettes of his actors. Reiniger made her first silhouette film in 1919. She gravitated to fairy tales, fantasies, and operatic themes, but her films nonetheless usually contained wry social commentary, often on gender issues. She also made theatrical commercials and special silhouette effects scenes for live-action features. In 1926, assisted by husband and live-action director Carl Koch and animators Berthold Bartosch and Walther Ruttmann, she completed her feature-length masterpiece, Die Abenteuer des Prinzen Achmed [The Adventures of Prince Achmed]. The first animated feature made in Europe, it employed tinted film stock to reinforce the emotional impact of each scene. Her second silhouette feature, Doktor Dolittle und seine Tiere [Dr. Dolittle and His Animals] (1928), premiered in Berlin with a score by Kurt Weill and Paul Hindemith. Reiniger’s filigreed images are intrinsically abstract and expressionistic, and her stories partake of the surrealism of dreams. After World War II, she worked mostly in Great Britain.

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