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Author(s):  
Наталья Александровна Глушко ◽  
Екатерина Алексеевна Карцева

Введение. Анализируется опыт внедрения дистанционных технологий на занятиях по английскому языку в вузе в условиях вынужденного перехода на удаленный формат работы. Цель – обобщение результатов анкетирования, направленного на выявление отношения студенческого и преподавательского сообществ к переводу образовательного процесса в электронный формат. Материал и методы. Материалом исследования послужили результаты анкетирования, проведенного в первые недели дистанционного обучения английскому языку и по окончании весеннего семестра 2019/20 учебного года. Для решения поставленных задач применялись следующие методы: анализ учебно-методической литературы по вопросам внедрения технологий в образовательный процесс по иностранному языку, анкетирование профессорско-преподавательского состава и студенческого контингента. Результаты и обсуждение. Впервые собраны и обобщены данные опроса об опыте использования электронной среды взамен аудиторной работы при проведении занятий по английскому языку в вузе. Рассматриваются достоинства и недостатки дистанционного обучения иностранным языкам в вузе; выявляется степень удовлетворенности участников образовательного процесса качеством преподавания иностранного языка в новом формате; описываются аспекты и особенности обучения английскому языку в онлайн-среде. Установлено, что основные сложности, с которыми столкнулись преподаватели и студенты на онлайн-занятиях, сопряжены с отсутствием живого общения, при котором задействованы как вербальные, так и невербальные каналы получения информации. В качестве несомненного преимущества удаленного способа работы перед аудиторным выступает организационно-бытовой аспект проведения занятий, что проявляется, прежде всего, в экономии временных затрат. Заключение. Проведение занятий по английскому языку в удаленном формате видится как высококачественная альтернатива традиционным занятиям в тех случаях, когда невозможна организация очной формы обучения в силу различных обстоятельств (пандемия, погодные условия и т. д.). Это обусловлено практической направленностью дисциплины «иностранный язык», при которой особую значимость приобретает живое общение, коммуникация «лицом к лицу». Introduction. The article provides the survey of distance technologies implementation experience in response to forced transition to e-learning environment at the university classes of the English language. The objective of the work is to consolidate and summarize the findings of the questionnaire aimed at identifying students and teachers’ attitude towards the educational process transition to electronic format. Material and methods. Research statistics was taken from the questionnaire conducted in the first couple of weeks of online English classes and at the end of 2019–2020 academic year spring term. In order to solve the task the authors applied the following methods: the analysis of methodological literature on technologies introduction into educational process at English language classes, questionnaire given to university students and teachers. Results and discussion. The paper combines and generalizes the replies to the questionnaire about the very first experience of using e-learning environment fully instead of in-class activities for the English language classes at the university. Advantages and drawbacks of a distance education are mentioned as well as the level of educational process participants’ satisfaction with the language teaching quality within a new format. There are also some special aspects of teaching English online shown. It was defined that during these classes students and teachers had faced the major challenge – the lack of a real-life communication with verbal and nonverbal channels of information exchange. One of the undeniable benefits of a distance education when compared to classroom sessions is organizational aspect, especially time saving. Conclusion. Remote format of the English language classes is considered as a high quality alternative to in-class learning in situations when classroom settings are impossible to be organized due to different circumstances (pandemics, weather conditions, etc.). Practical focus of a “Foreign language” as a subject determines the significance of a real-life face-to-face communication during the classes.


2021 ◽  
Vol 13 (16) ◽  
pp. 9082
Author(s):  
Blanka Klimova ◽  
Marcel Pikhart ◽  
Anna Cierniak-Emerych ◽  
Szymon Dziuba

Teaching and learning have radically changed in the COVID-19 era and highlighted many novel aspects of online teaching and learning. Based on a qualitative content analysis of central European university students’ responses, the aim of this study is to discuss their reflections on the use of digital media in foreign language classes during the COVID-19 pandemic. The key method of this qualitative study includes focus group interviews. The results reveal both advantages and disadvantages of online foreign language teaching and their impact on students’ second language (L2) acquisition. The positive aspects involve satisfaction with being able to study a foreign language from the comfort from their homes, avoidance of commuting to school, ample opportunities to review the learning material, or improvement of listening skills. On the contrary, the negative aspects included a striking lack of social contact in the form of face-to-face classes, absence of collaboration between the teacher and students and between the students themselves in order to share and build on their knowledge and experience, health issues associated with a frequent exposure to technologies, or a lack of possibility to develop speaking skills. In conclusion, the authors of this study provide several implications for teaching practice, technology experts, and other stakeholders, which must be considered very seriously, as they represent the opinion of the users of online learning.


2021 ◽  
Vol 2020 (1) ◽  
pp. 386
Author(s):  
Tim Newfields ◽  
Ivan Botev

With the rise of virtual assistants and the proliferation of digital translation software, such as Google Translate and Weblio that speed up the translator’s work, it is time to question what role, if any, machine translation services should have in foreign language classes. In this paper, the authors describe some activities designed to raise awareness about the use and misuse of machine translation within a task-based learning framework. Inspired by Sharwood-Smith’s 1981 notion of “consciousness-raising”, we outline three activities highlighting the benefits and problems of machine translation. An analysis of two translation exercises by 86 tertiary students in Japan indicated how many felt uncertain of the quality of their translations. Moreover, semi-structured interviews with six respondents following these activities underscored how students felt ambivalent about their translations. We conclude the paper with a discussion of some resources for EFL students seeking to improve their translation skills. デジタル翻訳ソフトの普及に伴い、外国語の授業で機械翻訳サービスが、もしあるとしたらどのような役割を担うべきかを問う時期にきている。本稿では、タスクベース学習の枠組みの中で、機械翻訳の使用と誤用についての認識を高めるためにデザインされたいくつかの活動について説明する。 本稿では、機械翻訳の利点と欠点を強調する三つのアクティビティーを概説する。日本の高等教育機関で学ぶ86人の学生によるふたつの翻訳演習の分析から、多くの学生が自らの翻訳の質に不安を感じていることがわかった。、さらに、これらのアクティビティーの後に実施した6人の学部生への半構造化面接から、多くの学生が翻訳の質を判断するのに苦労していることが明らかになった。締めくくりとして、翻訳スキルの向上を目指すEFLの学生向けのリソースについて考察した。


2021 ◽  
Vol 1 (23) ◽  
pp. 109-129
Author(s):  
Rafał Piechocki

Today’s technological development and the expansion of audiovisual media do not allow us to neglect the potential of a properly selected music video in the teaching process. In addition to the acquisition of linguistic and media competences, the learner has the opportunity to acquire and/or broaden sociocultural knowledge i.e. knowledge about the society and the culture of a given community. For this reason, the present paper discusses the use of the music video at foreign language classes and attempts to answer the following questions: What had the combination of a moving picture and music looked like over the years before the music video was made? What is the significance of the music video in the context of the application of new technologies? What challenges does the work with the music video pose to a foreign language teacher? In addition, the paper presents a number of reasons why it is worth including the music video in the teaching process.


2021 ◽  
Vol 51 (1) ◽  
Author(s):  
Johannes Sibeko

Language classes are marked using rubrics. Nevertheless, using the same rubric does not necessarily automate a uniform interpretation  of the rubric. It is important to clearly define rubric criteria for teachers in order to counter the problem of misalignment in the usage of the rubric to mark learner essays. This article presents and explains a rubric explanation guide for the marking of Sesotho Grade 10 HomeLanguage creative writing essays based on the interpretations of nine teachers from six schools in the Metsimaholo education district. The explanation guide is presented bilingually in English and Sesotho. This article presents a more in-depth explanation guide for the rubricwhich was proposed in Sibeko (2016). The aim hereof is to ensure that teachers comparably understand rubric criteria and approach marking from the same point of view. For the purpose of this article, the rubric used by teachers in the said district is discussed. Both  novice and experienced teachers stand to benefit from this explained rubric guide.  


2021 ◽  
Author(s):  
Kátia Nazareth Moura de Abreu ◽  
Andréia Helena de Amorim Mattos

O presente artigo tem como eixo temático as estratégias metacognitivas, sob a perspectiva dos estudos psicolinguísticos sobre leitura (PEREIRA; GUARESI, 2012; MAIA, 2019). Insere-se em uma rota de pesquisa e ensino que vem sendo analisada no âmbito de estudos do ProfLetras, por ser a metacognição de grande valor para o processo de educação linguística. Os objetivos pretendidos são expor a ideia de metacognição, a sua relação com a escola, explicitar as estratégias metacognitivas, apontando para o ensino, para a contribuição no processo de aprendizagem e para a inserção na prática pedagógica. Para isso, primeiramente são apresentados fundamentos teóricos sobre tópicos que constituem o tema – metacognição, estratégias metacognitivas, ensino de estratégias. A etapa metodológica lança mão dos princípios da aprendizagem ativa (PILATI, 2017) que considera o papel de agente a ser ocupado pelo aluno e o papel de orientador a ser ocupado pelo professor. Em seguida, é feita a apresentação das etapas da experiência pedagógica discutidas em Mattos (2020): rastreio, diagnóstico, intervenção e avaliação, aplicadas ao nono ano do ensino fundamental. Demonstra-se, com exemplos, a contribuição no processo de aprendizagem dos alunos. Por fim, são expostas as considerações finais, em que o conteúdo geral é retomado e se constata o valor do papel fomentador dos professores.


2021 ◽  
Vol 2021 (2) ◽  
pp. 205-213
Author(s):  
Yuliya M. Orekhova

An important aim of higher education intuitions of our country is creating of electronic educational system. Informatization of education has influenced all subjects, including foreign languages. The integration of digital technologies into the teaching process and production of multimedia electronic textbooks are the principal directions of modernization of language education. The paper aims to prove the high didactic potential of an electronic textbook on the subject “Foreign language” for development students’ communicative competence by means of analyzing of Russian and foreign authors’ scientific researches, development of electronic textbook and its use at foreign language classes. A detailed list of the lesson objective which can be solved by means of an electronic textbook on the subject “Foreign language” is given in the present article. The necessity of inclusion the digital products in the process of teaching foreign languages is also proved. The appropriateness of its use for development students’ communicative skills is justified. The list of speaking skills developed by means of electronic text book is. The examples of tasks for individual and group work are given too. The possibility of using the electronic textbook “French language for adjuncts” for the complex formation of speaking skills in oral and written communication is also shown. The necessity of its inclusion into the program of linguistic education at university is proved.


2021 ◽  
Vol 47 (2) ◽  
pp. 204-211
Author(s):  
Artyom Nosko ◽  

The article describes the relevance and significance of developing reading skills in the modern world as a tool for transmission and obtaining of information. The author introduces the algorithms and stages of working with the texts and their implementation at the English language lessons. In this article, the main focus is on using such kinds of reading strategies: in-depth reading, skimming, and scanning in language classes. The article also identifies the importance of using strategies for any kind of the purpose of reading. To successfully understand the text, the learner must master a set of techniques and strategies. The use of strategies is individual, but to choose what strategy applies, the learner must be aware of them. In this case, the questionnaire about using reading strategies at the lesson, to understand the general awareness among 24 8th grade students was proposed. This article is written as additional component for final diploma project.


Author(s):  
Jana A. Solunova ◽  
Juliya J. Danilova

The topic matter of the research is the system of methods, forms and means of organizing the project-research activities among middle school students in the Russian language classes. This fact determines the work as practice-oriented: the authors of the article make an attempt to formulate and propose their own topics of projects and researches in Russian lessons within project-research activity in accordance with the feasibility and expected substantive studying outcomes. In the course of the work, with the aim of a comprehensive analysis of the indicated issue at different stages, general scientific methods were used: the method of continuous sampling; systematization and generalization; observation, analysis, classification, descriptive-analytical method; modeling method, which altogether have provided a full picture. Among the most significant results of the study, the author’s development of themes and a construct (algorithm with development and description) of the project-research activity of 5-7 grades schoolchildren within the modern directions of linguistics with possible subsequent implementation in Russian lessons and/or in extracurricular activities as a way to achieve a fairly wide range of substantive studying outcomes is showed up. The work’s resulting outcomes determine the practical significance of the research: the research materials can be used in the Russian language classes, in the organization of research activities for middle and high school students, in the development of special courses and special seminars, in the compilation of textbooks on relevant subject. The work concludes the next: the topic matter of project-research activity should be reasonable, appropriate for children’s age in order to increase students’ interest in learning and participation in project-research activity. It is especially important to ensure that they can understand its structure: their own goals in this activity, possible methods of solutions, etc. It is also important that students can search for information on their own, present their project or its fragment, etc.


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