Foreign Language Teaching
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Umit Kopzhassarova ◽  
Lyazzat Bexultanova ◽  
Irina Olkova ◽  
Gulbarshyn Belgibayeva

Currently the integration of Kazakhstan into the world community requires the training of highly qualified specialists fluently speaking and having a good command of foreign language. The study is devoted to the problem of development of foreign language professional skills of students of non-linguistic specialty. The aim of the research is to identify the efficiency of integrated approach use for shaping foreign language communicative skills of non-linguistic specialty students. The methodological basis of the research was communicative approach to foreign language teaching. In the framework of the research scientific and theoretical literary sources on the problem of the development of foreign language professional skills of non-linguistic specialty students were studied and summarized; the analysis of the empirical material obtained in the questioning and testing of students. To determine the level of formation of foreign language professional competence of international relations specialty students we have developed the following components: linguistic, cognitive, pragmatic. In the course of the experimental study, the authors revealed that the use of problem-based methods such as discussion, project and case technologies, debates in the framework of integrated approach to professional foreign language teaching promote students’ motivation increase and contribute to the improvement of their foreign language professional skills. The results of the study can be used in application of CLIL technology for the formation of foreign language professional competence of non-linguistic specialty students at the university.

2021 ◽  
Vol 73 ◽  
pp. 81-94

The basis of critical thinking foreign language teaching is to regard language as a means to develop higher-order thinking ability. In language teaching, it aims to develop the thinking ability of learners, and to use the language-learning concept of thinking ability in situations beyond language classrooms. It contains a series of principles that reflect this view of language and language teaching, which can be used to support various classroom-operating procedures. Studies have summarized the principles of critical thinking foreign language teaching into 8 items: target, evaluate, routinize, reflect, inquire, fulfill, integrate, and content. This study takes the literature course that requires the highest critical thinking ability in the teaching of German major in universities as an example, and investigates the influence of the most easily neglected evaluation principle on students' learning motivation through quantitative experiments.

2021 ◽  
Vol 7 (6) ◽  
pp. 499-504
U. Tursunova ◽  
U. Ibadullayeva

The article is devoted to the importance of professionally oriented communication skills development mechanisms in the process of learning English of non-linguistic specialists. The importance of professionally oriented approach to foreign language teaching is grounded and its essence is analyzed. The ways of implementing professionally oriented approach in the process of learning English for future economists are considered.

2021 ◽  
Vol 13 (12) ◽  
pp. 6721
Wenxiu Chu ◽  
Honggang Liu ◽  
Fan Fang

Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 468-484
Selime Güntaş ◽  
Burak Gökbulut ◽  
Ahmet Güneyli

The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used.  When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.

2021 ◽  
Vol 13 (3) ◽  
pp. 56
Jan Casalicchio

This paper addresses the topic of adult acquisition of nominal agreement in Italian, a crucial issue in teaching Italian as Second/Foreign Language. Building on a corpus containing spontaneous and semi-spontaneous production data from two advanced L2-speakers of Italian, I show that nominal agreement can be problematic even in the last stages of the acquisition process. The discussion of the instances of missing agreement in the corpus suggests that these are not due to a missing knowledge of the agreement rules in Italian, but instead on processing and production. In particular, some contexts prove to be more difficult than others: gender agreement (i.e., agreement with feminine nouns) is more difficult than number agreement, and the presence of two or more modifiers that refer to the same noun increases the error rate. Another difficulty is offered by the cases in which an item external to the determiner phrase (DP) has to agree with the subject of the clause. All these issues are tackled from a teacher’s perspective: I highlight how the various contexts could be addressed and considered in the classroom, in order to help the learners to improve their production. Therefore, this paper argues that the best way to tackle this issue is by coupling knowledge of the formal rules of the language and of the acquisitional process with practical application in the context of second/foreign language teaching.

2021 ◽  
Vol 15 ◽  
pp. 123-142
Agnieszka Dryjańska

This study aims to analyse the notion of politeness through the collocations of the adjective polite and its Polish equivalents, i.e. grzeczny and uprzejmy, chosen as cultural keywords in order to verify and expand the conclusions of my previous research on the noun politeness. The study has a double perspective. It is based on a linguistic corpus-based analysis of French politeness in a contrastive approach to French and Polish data. Also, the study considers ways of integrating such data into foreign language teaching. The research is carried out on three corpora: the French language corpus Frantext, the National Polish Language Corpus (NKJP) and the Leipzig Corpora Collection. The study includes the analysis of frequency classes of the three words and their most frequent collocations identified on the basis of different measures of association between co-occurring words. By integrating the results of this linguistic approach into language teaching, it is possible to clarify certain semantic subtleties of the words polite, grzeczny and uprzejmy and explain to the learners why these words are not perfect equivalents, or how linguistic analysis reveals cultural differences. Complex approach promoted in this paper may contribute to the development of the intercultural awareness in foreign language teaching and cultural mediation.

2021 ◽  
Vol 9 (1) ◽  
Wahidah Wahidah ◽  
Suriadi Samsuri

This article aims to discuss the Islamic education during the Bani Ummayyah era. The history of Islamic Education is essentially related to the religion history. The periodization of Islamic education is always on the period of the history itself. The Islamic Education in the Prophet Muhammad SAW era is the period of Islamic education development by civilizing the education in daily lives as the Al-Qur’an teaching. The education during the period of Bani Umayyah has developed of if it is seen from their learning aspect, although the system is similar to it during the era of Prophet and khulafaur rasyidin. The method utilized in this research is Study of Literature, which is done by analyzing library sources in forms of relevant books and journals. The result indicates 1) the pattern of special education development such as Arabic nuances, Islamic foundation affirmation, naqliyah knowledge and language development, foreign language teaching, and kuttab and mosque strengthening; 2) development of the most stand out education field is in the institutions; 3) non-formal curriculum is used; and 4) there are many teacher figures and scholars who are capable in the scientific field.

Ayşe Elitok Kesici ◽  
Derya Güvercin ◽  
Hızır Küçükakça

<p class="gmail-pa3">In this study, fundamental researches on “metacognition” in Turkey, Japan and Singapore between the years of 2010 and 2020 were examined and conclusions were made in terms of comparative education. For this purpose, the data of the research was collected by document scanning method and the data were analyzed using the document review technique, which is one of the qualitative research method techniques. Years of studies, countries, objectives, research methods, sample working group, data analysis methods and results; it has been examined according to comparative education approaches and data collection techniques. As a result, quantitative research methods are seen to be frequently used in researches on metacognition in these three countries. It has been determined that experimental studies are the main research patterns of the metacognition studies conducted in three countries. Metacognitive awareness scales are the most used data collection tools in all three countries. Considered in general; the research made about metacognition in Singapore Turkey and Japan shows that the studies investigating the relationship between students' problem-solving skills and metacognition are in majority. Researches examining the relationship between metacognition and foreign language teaching are also widely discussed.</p>

2021 ◽  
Vol 9 (2) ◽  
pp. 551-561
Esin Hazar ◽  

Despite the ongoing attempts in Turkey to teach the English language to Turkish citizens so that they can communicate effectively in global contexts, the results reached are much lower than desired. To determine where the mistakes originate, different policies have been followed, course hours and instructional strategies have undergone constant changes. The curriculum which is one of the most important pillars of teaching and learning has been updated according to the principles of the CEFR which deeply affect foreign language teaching in Europe. In this study, the A1 level English teaching curriculum, which was prepared in line with the CEFR principles, was examined based on the CEFR communicative language activities. The learning outcomes included in the curriculum were compared in terms of production, interaction and reception activities, and the alignment of the curriculum to the tenets of the CEFR was revealed.

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