Immersive virtual reality versus webcam in an online language course

This paper investigates the differences between Immersive Virtual Reality (IVR) and the webcam (WBC) in the context of a Spanish distance-learning course. Two specific objectives were set: (1) to determine the existence of a relationship of dependence between the device used and the oral interaction, and (2) to analyse the existence of a dependency relationship between the device utilised and the perception of copresence. To that end, online courses and semi-structured interviews were conducted. Regarding the first objective, there is a higher chance of speaking exchanges between student-tutor and tutor-student when using WBC. As for the second objective, we did not have sufficient feedback to determine whether the perception of copresence varies depending on the two profiles. However, the analysis indicates that non-verbal communication was essential for IVR volunteers to experience copresence. The conclusions suggest that the IVR could be more appropriate than WBC for socio-constructivist and communicative teaching pedagogies2.

Communicative Teaching – An Efficient Approach to Foreign Language Teaching

The present article focuses on Communicative Teaching as an efficient approach to foreign language teaching and learning. Nowadays, the role of the teacher is no longer to offer models to be learnt or descriptions of the foreign language, but mostly to create a climate in the classroom that will enable students to learn by getting involved in activities and working on tasks. Moreover, it is no longer expected that the teacher dominates the whole work in the classroom. Their role is to set up activities and conditions that will enable students to use the foreign language as they have a great interest in the outcome of the tasks. Therefore, the teacher’s success is closely related to their ability to stimulate the students’ interests.

Methods for selecting authentic texts in accordance with the language level of students while teaching German

Today our main goal is to use authentic texts, including the study of the peculiarities of intercultural communication in the environment of communicative teaching of foreign languages. Authentic text reflects the use of natural language. It should be noted that the teaching of authentic texts in teaching a foreign language should be determined by the language level of the students. The selection criteria for authentic texts in German differ depending on the language level of the students. Key words: authentic texts, intercultural communication, communicative learning

Formation of communicative competence in future teachers of physical education

The article presents the generalized results of research on the formation of communicative competence of future physical culture teachers in the conditions of professional training at a higher education institution. The scientific-methodological and methodological aspects of the process under study, the theoretical and practical significance of its results are disclosed. As a result of the study, it was found that if the professional training of future physical education teachers is organized using a communicative approach, then modern communicative teaching methods are aimed at the formation of their communicative competence within the educational process of the university on the basis of the elective course "Communication and physical culture" and appropriate educational and methodological support, this will help to increase the level of their communicative competence.

What are conversation strategies and why teach them?

In this chapter, the author aims to explain the theoretical basis of this book. In doing so, there is a need to look at several key areas. He starts by defining conversation strategies and showing how they differ from and are related to more generalised communication strategies. Next, he defines communicative competence (Hymes, 1972) and shows why this theory should still provide an important basis for developing the teaching of conversation within a communicative teaching framework, whichever precise form that takes. Following this, he explores why we might teach conversation strategies as a means of helping to develop communicative competence. Finally, he gives one brief example of how this might look in the classroom.

Performing Communicative Language Teaching in Mandarin Mobile Learning

<p class="0abstract">Students should be able to develop their communication abilities instead of just concentrating on translation methods. As a result, Communicative Teaching Language (CLT) had become the most favored approach to achieving the verbal goal as it was known as the most effective strategy to enhance learners' communicative competence. However, it was not a one-size-fits-all approach, and language instructors were advised to integrate educational technology to develop learning for students. Hence, CLT Mandarin mobile learning via personal action research was conducted to determine the extent of the approach on students' oral learning attainment, attitudes, and learners' recommendations during the learning process. The communicative task used in this study was Chatting to Mandarin Native Speakers programme. Pre- and post-oral assessments had been conducted in response to research inquiries. In verifying the reliability and validity of the study, data were triangulated through students' oral assessments, Students' Diaries, Self-Reflective Journals and Focus Group Interviews. The outcomes showed that students enjoyed the activity and improved their confidence and oral competence. Also, they suggested that there should be more language activities. The findings indicated that, when designing CLT technology-integrated projects, an instructor needed to consider students' learning preferences which make the project a success.</p>

Distance Learning of a Foreign Language – Necessity or Future

In order to effectively organize the educational process when teaching foreign languages remotely in the context of a pandemic, special technical, psychological, and pedagogical training is required to switch to this form of education. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that have a positive impact on the process of learning a foreign language. The purpose of the article is to identify the theoretical and methodological foundations of distance learning in foreign languages, analyze the factors that have a positive and negative impact on the process of learning a foreign language, and determine the role of a teacher who organizes the process of teaching foreign languages remotely. To solve the problems of the research, a set of research methods was used: system, historical, theoretical analysis and generalization of literature, questionnaires. Statistical data processing was carried out using Google services when conducting surveys used for analyzing and summarizing data, their graphical visualization the results Of a survey of students in one of the leading universities in Russia in the form of distance education revealed positive aspects about the introduction and implementation of distance learning, however, the data obtained on the quality of distance learning agreed, that "live" interactivity in the classroom with classmates and other participants in the educational process leads to the highest results of communicative teaching of foreign languages. As a result of the research on the quality and interest of students and undergraduates in distance learning, 180 students aged 18 to 25 years were interviewed. A retrospective analysis of the development of distance education in Russia and abroad revealed such facts that not all countries were ready to switch to this form of education during the pandemic. Based on the experience of working in the form of distance learning of foreign languages, this article offers the main ways and methods of teaching a foreign language that can be applied in international practice of teaching foreign languages remotely.

Interactional Competence or Communicative Competence: Overview of Related Theories

The article analyses the relationship of communicative and interactional competences by providing chronological evolution of the terms and discussing contrasting and similar approaches the language scholars presented earlier. Besides, relevant examples for issues of testing and assessing these two competences are illustrated to show the gaps between communicative teaching and testing.

Analysis of EFL Teaching in Pakistan: Method and Strategies in the Postmethod Era

This study investigates the teaching methods and strategies practised in Pakistan to teach English as a foreign language in the Post-method Era. English language pedagogy in Pakistan has taken a new turn since the establishment of higher education commission and applied linguistic departments in many universities in Pakistan. It focuses on classroom teaching analysis to see what teaching methods and strategies that English language educators in private and public institutes apply. The study applied qualitative methods with five English teachers as Foreign Language (EFL) of the public and private sectors' intermediate level. The participating teachers were given nine open-ended survey questions about the nature of language, language teaching methods, classroom strategies and techniques, and their roles as teachers in the classroom. Findings revealed that EFL teachers in both public and private sectors employ multiple teaching methods and techniques in their classroom practice, rather than holding to one particular method. The data also differentiates teaching methods and strategies of the teachers in the both sectors. Interestingly, it appears that EFL teachers in the private sectors seem to aim at communicative teaching approaches. In contrast, teachers in the public sectors are more inclined to use Grammar Translation Methods (GTM).