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Relevant bibliographies by topics / Didactis of foreign languages

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Academic literature on the topic 'Didactis of foreign languages'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Didactis of foreign languages"

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Makhkamova, Gulnara, and Akram Amirkulov. "Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context." International Journal of Education 12, no. 1 (2020): 1. http://dx.doi.org/10.5296/ije.v12i1.16463.

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Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.

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Soldatov, Boris, and Natalya Soldatova. "Distance education didactic principles application in teaching." E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.

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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.

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Mickonis, Jonas. "Main Principles of Teaching Foreign Languages and their Theoretical Interpretation." Coactivity: Philology, Educology 15, no. 4 (2011): 115–19. http://dx.doi.org/10.3846/coactivity.2007.40.

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Proper choice of the whole complex of principles of teaching a foreign language, being both pure didactic or those of methods of teaching foreign languages, enables the creation and improvement of efficient teaching strategies. Both principles play their own role in a teaching practice. In their turn, though significant, the didactic principles should not be regarded as being of optimal importance. The most important in this field are the principles of methods of teaching foreign languages which can be divided into general and separate, the latter being related to the teaching of diverse phenomena of the language taught.

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I.I., Denysenko, and Tarasiuk A.M. "ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 118–23. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-17.

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The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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I.I., Denysenko, and Tarasiuk A.M. "ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 118–23. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-17.

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The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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Zaichenko, N. "NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY." Comparative studies of Slavic languages and literatures. In memory of Academician Leonid Bulakhovsky, no. 36 (2020): 37–48. http://dx.doi.org/10.17721/2075-437x.2020.36.04.

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The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

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Sura, Nataliya. "Adult Education in Foreign Languages: Interactive Settings, Models, Practice." Education and Pedagogical Sciences, no. 3 (175) (2020): 52–63. http://dx.doi.org/10.12958/2227-2747-2020-3(175)-52-63.

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The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teaching, encourages mental activity and improves the effectiveness of the learning process. Some elaborations have been made to the statements regarding adult ESL education in the context of computer didactics as an innovative learning system in which the theoretical approaches and practical achievements of such an interdisciplinary branch of knowledge as Artificial Intelligence are realized. The article emphasizes the deep connection between the development of ideas through Artificial Intelligence and the disciplines which presuppose understanding, decision-making, learning i.e. Psychology, Logic, Linguistics. The comparative analysis has been done in order to identify empirical data of questionnaires regarding prioritizing the use of mobile devices, apps, and digital media in the ESL learning process. The analysis serves as a detailed breakdown and evidence of the on-hand teaching experience at universities.

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Vasilenko, Svetlana S. "Linguodidactic potential of concepts in teaching foreign languages to students-interpreters." Samara Journal of Science 9, no. 3 (2020): 258–62. http://dx.doi.org/10.17816/snv202093303.

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The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

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Hinc, Jolanta. "ZUR FÖRDERUNG DER INDIVIDUELLEN MEHRSPRACHIGKEIT DES FREMDSPRACHENLERNENDEN – AUFGABEN FÜR DIE POLNISCH- UND DIE FREMDSPRACHENLEHRENDEN." Neofilolog, no. 45/2 (March 22, 2019): 233–44. http://dx.doi.org/10.14746/n.2015.45.2.07.

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This paper relates to the concept of didactics of multilingualism. Thedidactics of multilingualism is geared towards promoting the languageawareness of pupils and showing that knowing more languages makesthe learning process more efficient. This can be realized by comparinggrammar structures, comparing vocabulary, discussing sociocultural aspectsor taking advantage of the intercomprehension. The aspect of thenegative transfer should be also captured by showing the interferencefields and discussing the interference errors. The didactics of multilingualismshould be understood as a continuous process that begins with theacquisition of the mother tongue and goes further over the acquiring thefirst foreign language and the next foreign language. Following this, thedidactics of multilingualism should involve tasks for teachers of the Polishlanguage and teachers of the first, second and next foreign languages.

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Levrints (Lőrincz, Marianna. "DIRECTIONS FOR RENEWAL OF THE UKRAINIAN SYSTEM OF FOREIGN LANGUAGE TEACHER EDUCATION ON THE BASIS OF US EXPERIENCE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 221–24. http://dx.doi.org/10.24144/2524-0609.2021.48.221-224.

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The need for renewal of Ukraine’s education is objectified by the necessity to reach its compatibility with the global educational process. The article aims at outlining the trajectories of renewal of the national system of foreign language teacher education based on the experience of the USA. In the study the methods of comparative analysis and extrapolation were utilised. It was concluded that transformation of the foreign language teacher education system in Ukraine should be carried out along conceptual, legislative and organizational-content strands, at the state, institutional and personal levels. At the state level: development of legislative basis that would stipulate the establishment and work of professional public agencies in the sphere of foreign language teacher education; development and implementation of standards of foreign language teacher preparation; monitoring the quality of language teacher preparation and certification of its applicants by autonomous professional organizations; reconsideration of specializations and qualifications of specialists in the field of foreign languages in accordance with the requirements of the labour market; preparation of foreign language acquisition specialists («foreign language pedagogical linguistics») as a subspecialisation of «applied linguistics»; introduction of pedagogical internship. At the institutional level: diversification of forms and types of educational programmes (academically oriented/ applied, interdisciplinary, multilevel, combined); introduction of interdisciplinary educational programmes with integrated teaching of disciplines and foreign/second languages; diversification of didactic approaches to the development of language teachers’ professional competencies; increasing the number of credits allocated for school practicum and rationalization of its organizational forms and didactic approaches; development of integrated courses with the parallel study of foreign languages and the content of professional disciplines. At the personal level: developing student teachers’ motivation, the need for continuous professional development.

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Dissertations / Theses on the topic "Didactis of foreign languages"

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Wichmann, Laura. "An neue Sprachufer übersetzen: Zur Didaktik der Literarizität und dem Potential eines erweiterten Übersetzungskonzeptes im Kontext von Deutsch als Fremdsprache." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96946.

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Novia, Daniela. "Mehrsprachendidaktische Ansätze im Tertiärsprachenunterricht. : Eine Analyse dreier schwedischer DaF-Lehrwerke." Thesis, Stockholms universitet, Institutionen för slaviska och baltiska språk, finska, nederländska och tyska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194941.

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The development of plurilingual competence has been increasingly seen as an important aspect of foreign language teaching. Since textbooks usually play a central role in language classrooms, they are supposed to contribute to the development of plurilingual teaching. This paper focuses on three textbooks for German as a foreign language used in the Swedish upper-secondary school with the purpose of finding out the extent to which they include components that encourage the pupils' development of both language awareness and language learning awareness in order to enhance the acquisition of German as a third language in accordance with the concept of plurilingualism didactics. The analysis of the results shows that the basic guidelines of the didactics of plurilingualism are taken into consideration only to a very limited extent in the Swedish textbooks.

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Oliveira, Guiomar Marins Justino de. "POLI-FOS: uma experiência de ensino-aprendizagem do francês com fins específicos na Escola Politécnica da USP." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-23112009-122427/.

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Esta dissertação de mestrado tem por objetivo apresentar, analisar e discutir a experiência de ensino de Francês Língua Estrangeira para estudantes da Escola Politécnica da USP, por meio do Programa CFI (Curso de Francês para Iniciantes). Tal formação, iniciada em 2001, foi concebida pelo Centro de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo a pedido da Comissão de Relações Internacionais da Escola Politécnica, e tinha por finalidade preparar os alunos que fossem fazer dois anos de curso em faculdades de engenharia francesas (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc), no âmbito do Programa Duplo Diploma em Engenharia promovida pela Poli-USP. Nosso estudo corresponde ao período em que se decidiu discutir a progressão e o equilíbrio entre as duas modalidades de ensino trabalhadas - o Francês, Língua Estrangeira (FLE) geral e o Francês com Objetivos Específicos (FOS) - na formação dos estudantes, que passara de 2 para 3 anos, incluindo um módulo específico (Módulo France) e cujo número de inscritos havia chegado a quinhentos por semestre letivo. Nesse período, coube à equipe pedagógica a concepção geral do curso e a preparação do material didático de cada um dos seis módulos de ensino oferecidos, o que trouxe resultados bastante positivos, como mostram os questionários respondidos por alunos do Duplo Diploma que participaram de tal formação.<br>The objective of this undergraduate thesis is to present, analyze and discuss the experience of teaching French as a foreign language for students at the Polytechnic School at University of São Paulo through the FCB Program (French Course for Beginners). This course, started in 2001, was designed by the Language Center at the College of Philosophy, Languages and Human Sciences of the University of São Paulo by request of the International Relations Commission of the Polytechnic School to prepare students who had been selected for the Dual Diploma Program in Engineering sponsored by Poli-USP, that is, a program in which students would spend two years of their undergraduate program at a French College of Engineering (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc). Our study corresponds to the period in which we decided to reevaluate the progress and the balance between the two approaches used during the course general French as a Foreign Language (FFL) and French with Specific Objectives (FSO) a course which had increased from 2 to 3 years and which included a specific module (France module) and whose number of enrolled participants had reached 500 per semester. During this period, the pedagogical team (coordinators and teachers) were responsible for the general conception of the new course and for the textbooks of each one of the 6 teaching modules offered. The results obtained were extremely satisfactory as shown in the questionnaires answered by the Dual Diploma students who took this course.

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Moberg, Dennis. "Inclusiveness in texts in the EFL classroom : A study of English teachers’ inclusion of different parts of the world in texts used in the lower grades." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35975.

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This essay investigates if texts featuring different parts of the world are present in the English as a Foreign Language classroom for grades 1-3 of Swedish primary school. The focus in the essay is to investigate what texts teachers use in the English classroom and what content the texts feature related to different parts of the world. The data was collected by a combined method of a quantitative and a qualitative study with the field of English as an International Language as an area of focus. The quantitative study consisted of an online survey which received 72 replies from primary school teachers and a case study was conducted at one school with two teachers which featured both interviews and an analysis of teaching material. The online survey shows that content featuring different parts of the world is common, even if there is a bias towards the so called Inner Circle of English speaking countries of Great Britain, USA, Australia and Canada while the rest of the world is not as commonly represented. However, this depends on the material used, as the case study did not share this clear bias towards the Inner Circle and the difference was not as clear.

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Söderlund, Victoria. "Using texts in the EFL classroom : A study of English teachers' use of text types in the lower grades." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32450.

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This essay investigates the usage of text types in the younger English as a foreign language (EFL) classroom among preschool class and grade 1-3 teachers in Sweden. The essay focuses on identifying what type of texts teachers use, why they use them and how they are used. A combined quantitative and qualitative method was used to collect data. 121 teachers responded to the online-survey that was sent out and a virtual ethnography was conducted by observing two different teaching forums to investigate how teachers use different text types. The findings of the survey showed that the two most commonly used text types are song texts and texts from textbooks. In general, developing the students’ vocabulary was the most common reason why several of the text types were used. Additionally, multiple worksheets which showed how teachers worked with different text types were collected from the virtual ethnography. In this essay, they may be used as inspiration for other teachers who want to expand their use of text types.

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Moberg, Emilia. "Swedish Versus English : A Survey Study of Swedish Upper Secondary Students’ and Teachers’ Attitudes Toward L1 Use in the EFL Classroom." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35878.

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Whether there is a place for L1 use in the EFL classroom or not is a debated topic. Lately, a slight shift from an English-only approach toward a more accepting attitude toward L1 use can be seen. Additionally, teaching should “as far as possible” be conducted in English, according to the National Agency of Education, Skolverket (2011, p. 53). Therefore, the aim of this study is to investigate upper secondary students’ and teachers’ attitudes toward L1 use in the EFL classroom in a Swedish context. Moreover, this study will aim to examine any potential connections between attitudes and societal and motivational factors. Via online questionnaires distributed to schools in Gävleborg county, 373 students and 15 teachers participated in the study. The findings in this study confirm the findings from the majority of previous attitudinal studies; there is a general consensus of a positive attitude toward L1 use among the students and teachers, but English should still be the main language used. Instead, a judicious use of L1 as a tool to facilitate comprehension is suggested. Finally, some factors such as motivation and L1 appear to affect the students’ and teachers’ preferences regarding L1 use in the EFL classroom as well.

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Rudberg, Josef. "„Sprecht Deutsch, bitte!“ : Die Fremdsprachenverwendung unter schwedischen SchülerInnen in Bezug auf ihre Fremdsprachenverwendungsangst und Fremdsprachenverwendungsfertigkeiten." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74384.

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Previous studies that have utilized the Foreign Language Speaking Anxiety Scale (FLSAS) have performed their studies with the assumption that Foreign Language Speaking Anxiety is negatively correlated with oral skills, i.e. as anxiety increases, speaking skills decrease. In order to confirm this assumption, this study included a survey, the purpose of which is to measure three factors, in order to verify the possibility of other factors playing possibly bigger roles, among upper secondary school students in Sweden: the frequency of language use, their anxiety levels, and foreign language speaking skills. In order to be able to discuss the data thoroughly, this study includes theories regarding motivation, Self-Determination Theory, and Willingness to Communicate (WTC). The data showed that as the anxiety of the students increased, their language speaking skills decreased, i.e. a negative correlation was discovered. However, their frequency of foreign language use remained virtually the same, regardless of their anxiety levels, i.e. no strong correlation was discovered here. Lastly, the language skills of the students showed a weak positive correlation with their language use, i.e. the more they spoke, the higher their oral skills were. Therefore, the results of this study confirm previous studies claiming that foreign language speaking competence has a strong negative correlation with foreign language speaking anxiety.

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Eriksson, Daniel. "Teachers’ Perspectives on Foreign Language Speaking Anxiety : A Qualitative Study of Foreign Language Speaking Anxiety in a Swedish Upper Secondary School Context." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78319.

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The aim of the present study was to find out about teachers’ awareness, experiences and specific strategies used when dealing with Foreign Language Speaking Anxiety in the subject of English in Swedish upper secondary schools. Five teachers were interviewed to find out about their awareness and experiences of what contributes to Foreign Language Speaking Anxiety, and what manifestations students show who suffer from it. Further, the interviews also intended to find out about the teachers’ specific strategies used in order to reduce Foreign Language Speaking Anxiety. The results demonstrated that the anxious students generally are those who put unrealistic demands on themselves and feel that anything less than an excellent outcome is a failure. All participants agreed that two contributing factors to Foreign Language Speaking Anxiety are the fear of being embarrassed in front of others, and the emotional aspect of low self-confidence or self-esteem. Students tend to fear speaking situations where others could evaluate them negatively, which probably has to do with low self-confidence or self-esteem. The most evident manifestation of Foreign Language Speaking Anxiety proved to be the strategy of avoidance, where students can refuse to speak, become silent, or do not even show up for speaking activities. The most extensively used strategy for reducing Foreign Language Speaking Anxiety turned out to be dividing students into smaller groups, in order to make each student feel more comfortable speaking English. However, the results also brought up some interesting strategies used not mentioned in previous research.<br>Syftet med denna studie var att ta reda på lärarnas medvetenhet, erfarenheter och specifika strategier som de använder sig av när det kommer till talängslan i främmande språk i en svensk gymnasieskolekontext. Fem lärare intervjuades för att få reda på deras medvetenhet och erfarenheter kring vad som bidrar till talängslan i främmande språk och hur det yttrar sig hos eleverna som lider av det. Vidare så var även syftet att ta reda på specifika strategier lärarna använder sig av i undervisningen för att reducera talängslan i främmande språk. Resultaten visade att oroliga studenter oftast är de som ställer orealistiska krav på sig själva och känner att allt utom ett utmärkt resultat är ett misslyckande. Alla deltagare var överens om att två bidragande orsaker till talängslan i främmande språk är rädslan för att bli generad framför andra, och den känslomässiga aspekten av lågt självförtroende eller självkänsla. Eleverna tenderar att vara oroliga i talsituationer där andra skulle kunna bedöma dem negativt, vilket antagligen har att göra med lågt självförtroende eller självkänsla. Det mest uppenbara yttrandet för talängslan i främmande språk visade sig vara undvikande, som till exempel, att eleverna vägrar att prata, blir tystlåtna, eller inte ens är närvarande under talaktiviteten. Den mest använda strategin för att reducera talängslan i främmande språk visade sig vara att dela upp eleverna i mindre grupper för att de skall känna sig mer bekväma med att tala engelska. Resultaten visade även på några intressanta strategier som inte nämnts i tidigare forskning.

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Arao, Hiroko. "Motivational development in learning foreign languages." Graduate School of International Development. Nagoya University, 2002. http://hdl.handle.net/2237/6300.

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Dijkstra, Daniel. "Motivation and English as a foreign language : Motivation among Swedish upper secondary school students." Thesis, Karlstad University, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4271.

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<p>In order to be able to influence the motivation of second language learners one first has to understand what motivation is, what its preconditions are and how to detect it. The research for this essay was done with the help of one hundred and ten students from seven classes in two different upper secondary schools and most of these learners were first year students.</p><p>The aim was to find and measure the students' motivation to learn English and how this motivation can be influenced in a positive manner. The method used to collect the necessary data was a questionnaire which asked questions about the relevancy of the English course and how frequently the students used English and how interested they were in the language.</p><p>The results give a clear picture of the students' motivational levels as well as to which parts of the English course they respond and to which they do not. </p>

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Books on the topic "Didactis of foreign languages"

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Second and foreign language didactics: Theoretical and practical considerations. Trafford, 2008.

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2

Bertin, Jean-Claude. Second language distance learning and teaching: theoretical perspectives and didactic ergonomics. Information Science Reference, 2010.

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3

Jelínková, Jaroslava, Terezie Nerušilová, Barbora Kousalová, et al. Výzkum v didaktice cizích jazyků II. Edited by Věra Janíková and Světlana Hanušová. Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9547-2019.

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The volume of proceedings is a result of the Specific Research project conducted in 2018 with the registration number MUNI/A/1143/2018 – Research on learning and teaching foreign languages. The contributions present research studies of doctoral students in the field of Foreign Language Didactics at the Faculty of Education of Masaryk University. The studies are written in Czech.

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Gustavsson, Lennart. Language taught and language used: Dialogue processes in dyadic lessons of Swedish as a second language compared with non-didactic conversations. University of Linköping, 1988.

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Galben, Raisa. Îndrumar la limba română: (verbul, pronumele) : suport didactic pentru alolingvi. CEP USM, 2011.

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Ibsen, Elisabeth. Encounters with literature: The didactics of English literature in the context of the foreign language classroom in Norway. Høyskoleforlaget, 2000.

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Teaching foreign languages: Languages for special purposes. Cambridge Scholars, 2010.

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Careers in foreign languages. VGM Career Books, 2001.

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9

Ohio. Dept. of Education. Foreign languages, K-12. Dept. of Education, 1985.

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Foundation, Edexcel. GCSE modern foreign languages. Edexcel, 1999.

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Book chapters on the topic "Didactis of foreign languages"

1

Dakowska, Maria. "Foreign Language Didactics Encounters Cognitive Science." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23547-4_1.

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Díaz Cintas, Jorge, and Marco Fernández Cruz. "Using subtitled video materials for foreign language instruction." In The Didactics of Audiovisual Translation. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.20dia.

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Ryabova, Marina Yu, and Elena V. Filatova. "Didactic Methods and Approaches of Formation of Professional Communication in Foreign Languages for Students of Engineering Specialties." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_3.

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Dakowska, Maria. "Foreign Language Didactics as a Human Science." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_3.

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Sukhova, Natalia A., and Natalia A. Lebedeva. "Didactic Multicultural Trainings in Foreign Language Teaching." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_17.

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Talaván, Noa. "The Didactic Value of AVT in Foreign Language Education." In The Palgrave Handbook of Audiovisual Translation and Media Accessibility. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42105-2_28.

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Simensen, Aud Marit. "25. Subject didactics as the science of the foreign-language teaching profession." In Reflections on Language and Language Learning. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.109.33sim.

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Footitt, Hilary, and Michael Kelly. "Occupying a Foreign Country." In Languages at War. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137010278_8.

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Hornikx, Jos, and Frank van Meurs. "Foreign Language Display." In Foreign Languages in Advertising. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31691-4_3.

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Nothelfer, Stefan. "Cooperation in Foreign Languages." In Behavior in Foreign Languages. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31853-6_4.

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Conference papers on the topic "Didactis of foreign languages"

1

Kapustina, Liubov Viktorovna. "TEACHING FOREIGN LANGUAGES: BETWEEN DIDACTIC PRINCIPLES AND PRAGMATISM." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-320/322.

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Foreign language teachers have been forced to position themselves as thoughtful practitioners who are looking for opportunities to combine the principles of methodology and pragmatism in order to most effectively fulfill their mission. It is the efficiency of the foreign languages course that is the main goal today. The purpose of this study is to analyze the didactic principles of teaching foreign languages so that teachers could combine various didactic principles with modern trends in learning

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Vershinina, Tatiana. "Didactic Potential Of Plasticity In Teaching Foreign Languages." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.78.

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Mamontova, N. Yu. "METHODICAL EXPLANATION OF THE IMPLEMENTATION OF THE MULTIPLE INTELLIGENCE THEORY IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.62-80.

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The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.

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Dobrova, V., K. Trubitsin, P. Labzina, N. Ageenko, and Yu Gorbunova. "Virtual Reality in Teaching of Foreign Languages." In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.12.

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Bonkowski, Robert. "THE PROBLEM OF LEARNING BORROWINGS IN SERBIAN AS A FOREIGN LANGUAGE ON THE EXAMPLE OF GERMANISMS (IN RELATION TO SPORTS VOCABULARY)." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.269b.

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The paper sheds light on the problem of borrowings, which is extremely important when learning Serbian as a foreign language. The Serbian language is very open to elements from other languages. On the example of Germanisms (in the field of sports vocabulary), as foreign elements, it is possible to expand the vocabulary of students of the Serbian language as a foreign language. Borrowings, as part of the lexical subsystem, provide an opportunity to become important material that will meet studentsʼ expectations in terms of greater autonomy in language learning, didactic cooperation instead of learning itself, as well as the inclusion of various work techniques that would make language learning more attractive.

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Shishkina, S., A. Ushakova, and Pirverdieva. "Implementation of Intercultural Communication Principles in Teaching Foreign Languages." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.103.

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Ochirova, Victoria Sergeevna. "Implementation Of Ethno-Lingua Didactics Approach In The Teaching Of Foreign Languages." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.75.

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Syrmyatova, Yu V., and L. A. Gabitova. "Interactive Teaching Methods of Foreign Languages in the Context of Internationalization." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.104.

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"DESIGN OF A SERIOUS GAME FOR THE USE OF FOREIGN LANGUAGES: TOWARDS A RELEVANT DIDACTIC SYSTEM." In 14th International Conference on e-Learning. IADIS Press, 2020. http://dx.doi.org/10.33965/el2020_202007r029.

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Kuklina, Svetlana, and Alexandra Kirillovykh. "Textbook as Didactic-methodical Support for Foreign Language Education at Universities." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0541.

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Reports on the topic "Didactis of foreign languages"

1

Healy, Alice, Immanuel Barshl, Robert Crutcher, Liang Tao, and Timothy Rickard. Towards the Improvement of Training in Foreign Languages. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada337530.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.

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