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1
Qadhi, Saba, and Alan Floyd. "Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar." Education Sciences 11, no. 4 (March 31, 2021): 160. http://dx.doi.org/10.3390/educsci11040160.
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The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.
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HAMDY HASSAN, RAGIA, and JOSELIA NEVES. "Teaching Vocabulary to Deaf Students Through Enriched Subtitling: A Case Study in Qatar." International Journal of Language, Translation and Intercultural Communication 8 (April 15, 2019): 10. http://dx.doi.org/10.12681/ijltic.20274.
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This interdisciplinary study examines the impact of using enriched subtitling (ES), within a total communication (TC) holistic approach to language learning, on the acquisition of vocabulary by deaf and hard of hearing (DHH) students.The performance of the students in an experimental class, using an ES-based lesson, was compared to two classes using traditional educational methods, focusing on text reading and sign language. The classes were followed by three tests, one immediately after the class, and two other delayed tests, a day and a week later. Qualitative and quantitative data was collected and triangulated through class observations, student feedback, test results, focus group discussions, and interviews. Test results showed that the experimental class achieved the best results, supporting the research hypothesis that, when integrated in carefully planned lessons, ES can be a valuable tool to enhance vocabulary acquisition by deaf students.
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Hamid, Mohamed, and Nagwa Ibrahim A. Mohamed. "Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 580–93. http://dx.doi.org/10.18844/cjes.v16i2.5636.
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Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities.
Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude
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Rakab, Mehmet Bulent. "The Use of L1 Metalanguage in L2 Classrooms: The Case for Arabic." Journal of English Language Teaching and Applied Linguistics 3, no. 7 (June 30, 2021): 60–69. http://dx.doi.org/10.32996/jeltal.2021.3.7.5.
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With the rise of bilingual and multilingual approaches to teaching a second/foreign language, an overwhelming majority of second language acquisition (SLA) researchers have emphasized the important role of the use of mother tongue (L1) in a second language (L2) class and have argued that the use of L2 positively contributes to the cognitive development of students. However, what aspect of L1 should be used in an L2 class have not been specified explicitly. This study set out to investigate the extent to which teachers believe in the efficacy of the use of L1 metalanguage and the extent to which they use it in their classes in the English as a Foreign Language (EFL) context of Qatar. The second aim was to assess students’ beliefs regarding the extent to which the use of L1 metalanguage in an L2 class facilitated their learning process. Most importantly, the study aimed to investigate whether there was a discrepancy between students’ expectations and teachers’ agendas regarding the use of L1 metalanguage in L2 classrooms. The hypothesis that underpinned this study was that the use of L1 metalanguage to explain structural concepts in L2 contributed to crosslinguistic and metalinguistic awareness. The study adopted a qualitative approach; two questionnaires were developed, one for students and one for teachers. The questionnaire consisted of 5-point Likert scale statements and questions. Twenty-six undergraduate students and eight teachers participated in the study. The students’ proficiency level in English was elementary. The teachers were recruited on the basis of their native Arabic language proficiency. The findings suggested that both teachers and students viewed the use of Arabic in their English classes positively, and that no substantial discrepancy was observed between the students and the teachers over the issue of the use of Arabic in class. A minor discrepancy was that whereas the teachers were inclined to use Arabic slightly more for the teaching of grammar than the teaching of vocabulary, the students believed that the use of Arabic for learning vocabulary was more beneficial to their learning than it was for learning grammar.
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Sabbah, Sabah Salman. "The Factors that Affect Qatari College Students’ Motivation and Attitudes to Learn English." Mediterranean Journal of Social Sciences 8, no. 1 (January 26, 2017): 259–69. http://dx.doi.org/10.5901/mjss.2017.v8n1p259.
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AbstractThis qualitative study investigated the factors that affected the motivation and receptivity of English as a second language of female students who enrolled in the English Language center of the Foundation Program in the Community College of Qatar in the academic year 2015/2016. Besides, the study attempted to identify the mechanisms that are used by families, teachers, college administrators, and classmates that motivate or demotivate the students. Finally, the study tried to identify how the classroom environment impacted students’ motivation. Semi-structured interviews were conducted with 8 students in different ESL levels in which the participants were asked different questions related to the impact of five dimensions on the respondents’ motivation to learn English. These dimensions are concerned about family impact, teachers’ impact, administrators’ impact, classmates’ impact, and impact of the respondents’ willingness and goals to learn the target language. The questions were validated by a jury of five specialists in teaching and educational psychology prior to the interviews. The interviews were recorded, transliterated, and analyzed manually and by Atlas.it software. Codes and categories were established based on the interviews. Frequencies of words, verbs and adjectives used by the respondents in their talk, were calculated. Results showed that students’ were affected by all the above-mentioned dimensions at different proportions. The results also depicted the importance of the necessity to provide help, encouragement and emotional support to students by their socio-cultural relationships with their families, teachers, administrators and classmates.
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SOLIMAN, Mahrous Mohamed. "THE EFFECTIVENESS OF USING MIND MAPPING STRATEGY IN DEVELOPING WRITING SKILLS FOR SIXTH YEAR PRIMARY SCHOOL STUDENTS IN QATAR." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 206–20. http://dx.doi.org/10.47832/2757-5403.4-3.18.
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This study aimed at investigating the effectiveness of using Mind mapping strategy in developing writing skills for sixth year primary school students in Qatar. Quasi-experimental design was used in this study. The population was the sixth year students of Al Forqan primary school for boys with a total number of 103 students. Out of this population, a purposive sample of 51 students was taken, the control group (27 students) and the experimental group (24 students). First, the data was collected by using a prewriting test. Then, the experiment had been implemented. Next, the second part of the data was collected using the posttest. The data obtained were analyzed by using t-test formula. The findings of study were: A) there are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test of the experimental group in writing skills in favor to the posttest. B) there are statistically significant differences between the mean scores obtained by participants in the post-test of the control group and the experimental group in writing skills in favor to the experimental group. Depending on the statistical analyses of the hypotheses of the study, we can safely conclude that exposing students to the training strategy helped them develop their performance during the post administration of the writing skills test. In light of the results, a number of points can be recommended: writing skills via mind mapping strategy use in the primary stage specially in the 6th grade students should be emphasized in teaching writing skills. Moreover, deliberation attempts should be made to help students in the primary stage acquire and use the writing as amusing as possible. Furthermore, the objectives of teaching English language should concentrate on writing skills beyond the mechanics level and emphasize writing as a process.
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Khalid, Telal Mirghani. "The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students." JETAL: Journal of English Teaching & Applied Linguistic 2, no. 2 (April 29, 2021): 44–48. http://dx.doi.org/10.36655/jetal.v2i2.331.
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Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.
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Hillman, Sara. "'It will be funny [to speak Hindi]': Travelling Englishes and perceptions about learning migrant languages in Qatar." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 177–200. http://dx.doi.org/10.1386/tjtm_00006_1.
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Abstract 'Travelling' Englishes and neo-liberal ideologies and policies to Qatar have implications for perceptions towards languages other than English, in particular Qatar's migrant languages. The current spotlight on the West and English in Qatar, often viewed in juxtaposition to Arabic, and in competition with it, has led to other languages that play an important role in the society and are part of the linguistic ecology of the region, being ignored. While the capital, status and position of these languages is variable, Qatar has chosen to favour English, leaving multilingualism and linguistic diversity off the agenda. This study examines Qatari students' perceptions about learning migrant languages in Qatar vis-à-vis English and looks at how the mobility of Englishes has in some ways generated further inequalities in Qatar, especially regarding knowledge and appreciation of its migrant languages. Important implications of these findings are discussed in terms of the interface of the impact of travelling Englishes with Qatar's growing linguistic diversity and trajectories related to language planning and policy, as well as Qatar's national identity and visions.
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Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.
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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another
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Ikonne,, Ugochi Happiness. "Application of Resource–Based Learning (RBL) in Nigerian Language Teaching and Learning: The Case of Ìgbò Language." AFRREV IJAH: An International Journal of Arts and Humanities 9, no. 1 (April 28, 2020): 21–27. http://dx.doi.org/10.4314/ijah.v9i1.3.
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In this technological dispensation, foreign languages are already on board with ICT applications and advancement with different language courses online thereby encouraging independent study of these languages. Teaching and learning of Nigerian languages cannot be said to be at a comparable rank with these foreign languages in this respect. In view of the seemingly lack of interest in the Nigerian languages study ad usage, it is believed that the application of Resource-Based Learning in this scenario will rekindle interest as well as place Nigerian languages study in a comparable terrain with their foreign languages’ counterparts. This paper explored the possibility of applying Resource-Based Learning in the teaching and learning of Nigerian languages in this ICT dispensation. It is delimited to the application of RBL on the teaching/learning of Ìgbò grammar, culture and literature. Recommendations include creating of online Ìgbò grammar lessons, running audio/visual documentaries and cutting/burning into CDs, different cultural activities, different aspects of Ìgbò oral literature like, folksongs, folktales, ballads, anecdotes, lullabies, satires, getting learners to act out same etc. Text writers are encouraged to develop varieties of children’s literature and story books.
Key Words: Resource-based Learning, teaching, learning and Ìgbò language.
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Khaydarova, Nigora. "Teaching Foreign Languages Using Reflexive Methods." American Journal of Social Science and Education Innovations 03, no. 05 (May 30, 2021): 322–25. http://dx.doi.org/10.37547/tajssei/volume03issue05-58.
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In this article, examples and suggestions for the use of reflux techniques in training in the study of foreign language science taught in medical universities are presented, along with ideas on how to not be afraid of learning a foreign language that will help medical students to become more mature and comprehensively educated in the future and what is important in the introduction This opens up a wide range of opportunities for discussion with the staff of the world's leading medical institutions about the symptoms of patients, their treatment methods, books published in foreign languages..
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Putranti, Sulistini Dwi, M. R. Nababan, and Sri Samijati Tarjana. "Sexual Language Translation: The Perspective of Teaching Polite English." Dinamika Ilmu 18, no. 1 (June 27, 2018): 63–74. http://dx.doi.org/10.21093/di.v18i1.1040.
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Students of English language can benefit their learning from translating English novels which can be found easily everywhere. Since many of those novels contain sexual languages, students need to be exposed on how to deal with taboo, vulgar and harsh languages. This research investigated how to produce a good and qualified translation of taboo, vulgar and harsh languages from English into Indonesian without creating pornography. The quality examined was its accuracy, acceptability and readability of the translation. The method applied in this research was descriptive qualitative with the strategy of an embedded case study. The source of data was a novel by Sandra Brown and its translation. The research reveals that the students and/or translators should handle taboo, vulgar and harsh languages found in sexual languages by applying generalization, modulation, euphemism, reduction and deletion as the techniques to translate such languages, so they are able to produce a translation which does not violate norms and values. Those techniques have proved to be able to produce a good quality translation.
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Gumilar, Teija. "Regional Languages in Indonesian Educational System: a comparison study of Javanese, Sundanese and Dayak languages teaching programs." Investigationes Linguisticae, no. 33 (July 1, 2016): 29–42. http://dx.doi.org/10.14746/il.2016.33.4.
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Indonesian language has been a lingua franca between 1.128 ethnical groups speaking 746 regional languages and dialects, living in the Republic of Indonesia. The domination of Indonesian language in daily practice, the emerging popularity of foreign languages and the change in socio-economic condition have adverse impacts to the existence of regional languages. By 2007 about 35% of those languages are believed to be disappearing. Some ethnical groups with large population succeeded developing their languages through elaborate standardization, better teaching programs and rich literary works. Since 2004 government and linguists have been working on ef-fective regional languages teaching and promotion pro-grams. As the educational policy lies in the hand of pro-vincial government, new strategies have been implemented to incorporate regional language teaching into local content subjects within elementary, secondary and high schools respectively. In this paper the author will show a comparison study between teaching programs of Javanese, Sundanese and Dayak languages.
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Theodoropoulou, Irene. "Blue-collar workplace communicative practices: a case study in construction sites in Qatar." Language Policy 19, no. 3 (April 13, 2019): 363–87. http://dx.doi.org/10.1007/s10993-019-09518-z.
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Abstract The aim of this paper is to contribute to the understanding of the role of language in multilingual blue-collar workplaces by investigating how communication is realized in construction sites in Qatar. The State of Qatar offers a unique and, hence, very interesting setting for the linguistic investigation of migration-related issues, such as multilingualism (Pietikäinen et al. in Sociolinguistics from the periphery: small languages in new circumstances, Cambridge University Press, Cambridge, 2016), due to the fact that over 90% of its population consists of non-citizens (Ahmad, in: Kamrava, Babar (eds) Migrant labor in the Persian Gulf, Hurst & Company, London, pp 21–40, 2015). In addition, after its successful bid to host the World Cup 2022, the country is currently witnessing a rapid transformation of its landscape evident through its massive number of construction sites, where people of different national, ethnic and social class backgrounds from all over the world are hired to work together in developing the infrastructure that is part of the ambitious Qatar Vision 2030. Against this backdrop, the focus is on the sociolinguistic resources (Blommaert in The sociolinguistics of globalization, Cambridge University Press, Cambridge, 2010) mobilized in a construction site at a university in Qatar. The multilingual community of practice (Lave and Wenger in Situated learning: legitimate peripheral participation, Cambridge University Press, New York, 1991) investigated consists of blue-collar workers from India and their communication practices with their supervisors, who are project site engineers from all over the world. In such transnational fields, where effective communication is a sine qua non not only for the successful completion of the project or infrastructure itself but also, and perhaps most importantly, for the safety of everybody involved in the construction, multilingualism is the norm. It is argued that communication is realized through spatial repertoires (Canagarajah, in: Canagarajah (ed) The Routledge handbook of migration and language, Routledge, New York, pp 1–28, 2017), that are constructed and used as ingroup markers to facilitate communication among people from different nationalities, ethnicities and social classes. The ethnographic data, collected for almost 13 months, comprise voice-recorded interactions, field notes from on-site participant observation as well as ethnographic interviews with select blue-collar workers and their supervisors. The linguistic and exolinguistic analysis is contextualized in the broader socio-political and economic forces of Qatar (Fromherz in Qatar. A modern history, Georgetown University Press, Washington, 2012; Kamrava in Qatar: small state, big politics, Cornell University Press, Ithaca, 2015; chapters in Kamrava and Babar in Migrant labor in the Persian Gulf, Hurst & Company, London, 2015).
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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.
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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.
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Yelenevskaya, Maria, and Ekaterina Protassova. "Teaching languages in multicultural surroundings: New tendencies." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 546–68. http://dx.doi.org/10.22363/2687-0088-2021-25-2-546-568.
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The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.
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Yunusova, Yorkinoy Bakhodir kizi, Shahlo Akmalovna Valiyeva, Sherali Abduvaliyevich Jalolov, and Zebo Xakimjon qizi Botirova. "Modular training in teaching foreign languages." International Journal on Integrated Education 3, no. 1 (January 8, 2020): 13–14. http://dx.doi.org/10.31149/ijie.v3i1.258.
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This article deals with the meaning of the phenomena «module training». This term by the study of foreign language exists from the end of previous centure. Module training in the course of vocational training in higher educational establishment forms and develops self-dependence by studies and self-analysis. Attempt was made to analyze advantages and disadvantages of module training.
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Sabaliauskienė, Rima, Gintarė Gelūnaitė-Malinauskienė, and Jūratė Andriuškevičienė. "Advertising As A Reflection of Culture in Foreign Language Teaching." Sustainable Multilingualism 14, no. 1 (May 1, 2019): 160–95. http://dx.doi.org/10.2478/sm-2019-0008.
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Summary The ability to communicate in several foreign languages, recognize and understand cultural differences and effectively interact in a multicultural environment has become vital in the modern world that faces intense globalization processes. Linguistic and intercultural competences are essential not only for establishing personal relationships with foreigners but also for developing successful business relationships. At the Institute of Foreign Languages at Vytautas Magnus University (hereafter - VMU IFL), Spanish and German languages remain in the top five of the most popular languages among 30 languages available to students. These languages are chosen not only by Lithuanian students but also by foreign students who come to study in Lithuania. Most exchange students who come to study at VMU choose to study the Lithuanian language as well. In addition to the development of language skills in a learning process, the new concept of language teaching / learning, market trends and the great interest of students and the public in languages lead to the development of topics related to culture and intercultural communication and efforts to reveal peculiarities of the new culture in the common European and native country context. Based on the theories of different authors on the connection between culture and language and intercultural differences, the article discusses the possibilities of using commercials (video recordings of advertisements) to get acquainted with the culture in foreign language lectures. A comparative analysis of examples selected from commercials available online and revealing certain cultural aspects of the three countries (Spain, Lithuania and Germany) that allow to understand the target culture better is presented in this article. The aim is to reveal how a teacher, knowing the theories of cultural differences, can use commercials for the development of students’ linguistic and also cultural and intercultural competences.
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Moore, Paul J., and Adriana Díaz. "Conceptualizing language, culture and intercultural communication in higher education languages programs." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 192–213. http://dx.doi.org/10.1075/aral.00024.moo.
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Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.
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Shakirova, Gulnara Rasikhovna, Firaz Fakhrazovich Kharisov, and Askarbek Kabykenovish Kusainov. "Didactic Bases of Turkic Language Teaching Method as a Foreign Language." International Journal of Higher Education 9, no. 8 (October 30, 2020): 24. http://dx.doi.org/10.5430/ijhe.v9n8p24.
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The article is devoted to disclosing the didactic foundations of Turkic language teaching methodology as non-native languages by the example of one of the developed languages - the Tatar language, which, according to UNESCO, is one of the easily acquired languages of the world. The new generation of federal state educational standards sets new requirements for the educational community, namely, implementing a system-activity approach during the educational process organization in public education organizations, which provides for the development of universal educational actions for students. It was established that the proposed didactic principles would contribute to the solution of these problems. During the study, we have proved the effectiveness of their use in conjunction with innovative technologies and teaching aids. However, the final result of the work of a teacher and a student will always depend on the skillful organization of the educational process, on the choice of effective teaching methods and techniques, i.e., the way teachers and students interact, directing their actions to particular problem solution (especially at primary school). At the same time, they concluded that students' communicative abilities would be much higher if teachers take our recommendations into service.
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TIKHONOVA, Evgeniya Vladimirovna, Danil Nikolaevich BELOV, and Mikhail Aleksandrovich SHEVCHENKO. "TEACHING FOREIGN LANGUAGE PROFESSIONAL DISCOURSE TO NON-LANGUAGE FACULTIES' ACADEMIC STAFF." Tambov University Review. Series: Humanities, no. 174 (2018): 56–63. http://dx.doi.org/10.20310/1810-0201-2018-23-174-56-63.
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The process of teaching university lecturers foreign language professional discourse is shown, the aim and objectives of education are defined, and the importance of choosing proper educational content is specified. The significance of professional knowledge as to its capability to form lecturer's professional language competence in accordance with the modern state of scientific knowledge is proven. The necessity of taking into account specifics of lecturer's professional activities and including professional knowledge in the educational content is proven, and its components are defined. The principles which form the model of teaching university lecturers in the context of profession-oriented educational process, and the competency-based, cognitive, and student-centered approaches, are examined in detail. The components of educational content in teaching foreign languages are stated, representing the basis of foreign language education, centering on professional activity. Currently many Russian universities in an attempt to internationalize face the problem of high-quality education and right selection of academic staff, who can speak English at the required level. This situation is determined by the necessity of linguistic support of the education process (lectures in foreign languages, training international students) and research work (searching and studying sources in foreign languages, cooperation with foreign researchers etc.). Non-languages faculties of Russian universities are experiencing the lack of specialists, who have the required level of English (developing and presenting lecture courses, work programs, evaluation methods, laboratory works). So the whole range of the problems forms the relevance of the study. As the primary research method experienced teachers training is used.
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.
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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.
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Saidjalalova, Sayyora, and Zulfizar Karimova. "COMPARATIVE STUDY OF FOREIGN AND NATIVE LANGUAGES." Scientific Journal of Polonia University 32, no. 1 (April 3, 2019): 107–9. http://dx.doi.org/10.23856/3213.
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This work is focused on a formation of students’ cognitive interest to learn foreign languages, namely English language. Moreover, it is considered that increasing influence of scientific presentation of English language on all types of science, culture, art, and literature becomes main the issue of teaching. Obviously, foreign languages learning approach should be noticeably enhanced, taking into account the emphasis on the development of the oral speech of any student in order to use the language within their specialty. Another problem which is raised in this paper is contrasting and comparative analysis of two languages, native and learning.
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Gassin, June. "Innovations in university language teaching." Language Teaching and Learning in Australia 9 (January 1, 1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.
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University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril, and María Elena Gómez-Parra. "Language teaching and bilingual education policies in Scotland and Andalusia: A language-use-based comparative study." Research in Comparative and International Education 16, no. 2 (April 16, 2021): 140–59. http://dx.doi.org/10.1177/17454999211008660.
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European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism.
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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.
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Abstract Objective: The purpose of the article is to study current trends in the field of language policy. Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union Findings: The main trends of language policy are life-long learning, students’ mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence. Value Added: Analysis of the current trends in the development of foreign language competence in higher education. Recommendations: The study of world trends in the training of specialists in general and language policy in particular.
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Mirzakhmedova, Hulkar Vasilovna OrMiHulkar Vasilovna, Kudratulla Sharipovich Omonov, and Nadira Tashmirzaevna Khalmurzaeva. "METHODS OF IMPROVING LANGUAGE SKILLS USING MEDIA SOFTWARE." Journal of Central Asian Social Studies 02, no. 03 (May 31, 2021): 47–55. http://dx.doi.org/10.37547/jcass/volume02issue03-a8.
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Today, fast and high-quality teaching of foreign languages to staff is becoming a daily task. The role of computer and pedagogical software in carrying out this task is invaluable. To this end, the article provides an analysis of the effective methods, advantages and disadvantages of using such pedagogical software tools - Rosetta Stone, Lingualeo, SmartNotebook. It also discusses the normative and legal acts on the teaching of foreign languages, Presidential Decrees and Orders, their practical expression and pedagogical software and their mechanisms of study in foreign languages.
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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.
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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.
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Rakhmetova, Sh. "Modern approaches to teaching a foreign language." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 178–88. http://dx.doi.org/10.31489/2020ped4/178-188.
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Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches
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Baranovskaya, T. A. "The role of text in teaching foreign languages." MGIMO Review of International Relations, no. 1(34) (February 28, 2014): 302–8. http://dx.doi.org/10.24833/2071-8160-2014-1-34-302-308.
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The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation). Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.
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Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (February 27, 2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.
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Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.
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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.
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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.
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Liepa, Diāna. "Integration of Foreign Languages in Study Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 244. http://dx.doi.org/10.17770/sie2015vol1.298.
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<p><strong><em>The aim</em></strong><em> of the article is to describe language learning conditions for improvement of students learning experience. The practical task is to promote students' knowledge about language learning, foreign language learning pedagogical conditions and its transformation in the study process. The study is carried out in previous research analysis to gain insight into the overall situation of the foreign language studies in Latvia. The research provides an explanation of students’ learning and teaching conditions, the results show that a unified foreign language study conception should be developed and implemented in practice. <strong>Research Methods</strong> Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, data analysis by using the data processing software SPSS 17.0.<strong>The research is based </strong>at the Riga Teacher Training and Educational Management Academy</em> <em>RTTEMA Pre-School and Primary School Teacher programmes.</em></p>
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Bashlueva, Mariya. "Methodological principles of working with cadets and students of the Ministry of Internal Affairs system in a language laboratory when teaching them a foreign language." Applied psychology and pedagogy 5, no. 4 (October 9, 2020): 194–203. http://dx.doi.org/10.12737/2500-0543-2020-194-203.
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This article deals with directions in the methodology of teaching foreign languages of cadets and students in educational organizations of the Ministry of Internal Affairs using the capabilities of the language laboratory. The large part of distance learning as well as the formation of a contingent of students of distance learning, mainly from the shortened form (on the basis of higher and secondary education), in whose study a known break is especially noticeable when teaching foreign languages, necessitates a special consideration of creating the most favorable conditions for teaching external students of foreign languages. The bottleneck in teaching languages to students of distance learning is the development of oral, reading and pronunciation skills, in other words, communication skills. The real way to solve this problem with a limited time of classroom language classes in an educational organization is to combine existing forms of educational work with the work of students in a language laboratory or in a computer class while preparing for the next classroom classes.
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ERKIBAEVA, Gulfayruz, and Fauzia Shamsievna ORAZBAEVA. "COMPARATIVE STUDY OF DICTIONARIES OF RUSSIAN AND KAZAKH LANGUAGES." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 258–66. http://dx.doi.org/10.31651/2524-2660-2020-2-258-266.
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Introduction. Now many people believe that any information can be found on the Internet: the interpretation of words, the selection of synonyms or antonyms, the meaning of phraseologisms, translation from one language to another. Yes, it is possible, but the information received over the Internet is not always correct. Therefore, we believe that only in dictionaries can one find reliable, accurate information.The methods. Comparative training presupposes students' readiness to work with dictionaries of the Kazakh language, and on the basis of these skills, a readiness is formed to work with dictionaries of the Russian language. Solving the tasks of forming a multilingual personality, it is necessary to develop the need for students to constantly use dictionaries in order to improve language competence, enrich vocabulary, and independently perform language and speech tasks. For the implementation of intersubject communications in Russian and native languages, an implicit and explicit comparison of universal and specific phenomena of the native and studied languages was used. Results. One of the main goals of studying the Russian language in a school with the Kazakh language of instruction is to master its lexical wealth. Work with the dictionary of the Russian language should begin by repeating information about the identical dictionary of the Kazakh language, with which they are already familiar from the lessons of their native language. After consolidating knowledge of the dictionary of the Kazakh language (consolidation is carried out in the form of questions and answers and completing practical tasks), the teacher can turn to the dictionary of the Russian language. Such use of dictionaries in Russian language lessons in schools with the Kazakh language of instruction not only expands the vocabulary of students, but also helps to increase their level of knowledge of the Russian language, broadens their horizons in general and knowledge of the theory of language in particular, develops skills in working with books, as well as in general their oral and written speech activity. The scientific novelty of the research results. A review and analysis of scientific literature revealed that all methodologists are unanimous in the usefulness and necessity of using dictionaries in the educational process of the school. Types and types of work with dictionaries proposed and developed by specialists at the school are scientifically based and convincing. However, no techn-?que is universal. Each contingent, school, class require their own methodology, interpretation, since national traditions, way of thinking, perception of the world are specific. Therefore, work with dictionaries in schools with the Kazakh language of instruction also requires its scientific justification, the development of its own methodology, namely, training in the use of Russian dictionaries in comparison with dictionaries of the Kazakh language. Conclusion When teaching the Russian language dictionaries, we, based on the principle of interconnected teaching of Russian and Kazakh languages on the material of the dictionaries of the Russian and Kazakh languages, familiarized ourselves with the Russian language dictionary preceded by a repetition of the identical Kazakh language dictionary. Using a concrete example (lecture lesson plan), we showed how the principle of interconnected teaching of Russian and Kazakh languages is implemented on the basis of material from the dictionaries of Russian and Kazakh languages.
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Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.
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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.
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Логинова, Наталия, Nataliya Loginova, Галина Чудайкина, Galina Chudaykina, Валентина Костоварова, and Valentina Kostovarova. "Application features of case study method in teaching a foreign language at high school." Universities for Tourism and Service Association Bulletin 10, no. 1 (March 2, 2016): 66–73. http://dx.doi.org/10.12737/17739.
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The article is devoted to the application of one of the most modern and actively used interactive methods of teaching foreign languages at non-linguistic University – a case study. Method of case study is focused on students teaching methodology and develops critical thinking and communication skills of interpersonal communication. This method can be used to motivate students to use foreign language more in class. The authors believe that the method of case study is interdisciplinary by its nature and provides an opportunity to apply theoretical knowledge in practice. The article emphasizes that working with cases requires students’ active development of research skills and skills in using multiple data sources. The authors believe that the types of case study can be different, it depends on the difficulty level and language skills of the students, so it’s necessary to choose the right kind of problem of the lesson appropriate to the level of knowledge of this group. Method of case study contributes to the development of skills in written and oral communication, as well as improves skills of cooperation and teamwork. The authors pay attention to the fact that classes using techniques of case study put students in a real situation, teaching them organizational skills such as the ability to hold a business meeting, to negotiate, to prepare and deliver presentations. The article describes the stages of the work, showing the advantages and difficulties of applying case study in the foreign language. When using this method of teaching it is necessary to equip classrooms with modern teaching technical facilities. The aim of this article is to determine the value of case study method as one of interactive methods of teaching foreign languages at the University, to familiarize the reader with the experience of using this method in teaching foreign languages at the Russian state University of tourism and service.
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Gorokhova, Natalia, and Irina Kubyshko. "Information and communication technologies in teaching foreign languages." SHS Web of Conferences 106 (2021): 04007. http://dx.doi.org/10.1051/shsconf/202110604007.
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The introduction of information and communication technologies in the modern educational process at all levels is widespread in the world. The algorithm of successful e-learning, peculiarities of using online formats as one of the ways of educational resource of foreign language teaching, criteria of platforms, and applications selection constitute the study’s relevance and its main goal. The author proposes a methodology of teaching a foreign language based on the use of technical means of information and communication technologies, its methodologically secured system of electronic ways of monitoring, control, evaluation, and the classification of online tools aimed at building the educational process. The described analysis of the foreign language teaching process based on the application of information and communication technologies is of scientific and pedagogical interest from educational information transmission in a non-linear format. The results obtained in the study can be useful for teachers in the implementation of the general management of cognitive activity of students, in communicative and advisory activities, holding mono-courses or collective projects developed by educational organizations.
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Aubakirov, N. M., and A. A. Dolgopolova. "Communicative Language Teaching Method in Teaching the Kazakh Language to Russian-Speaking Technical Students in Kazakhstan." Higher Education in Russia 27, no. 8-9 (October 3, 2018): 152–58. http://dx.doi.org/10.31992/0869-3617-2018-27-8-9-152-158.
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The article deals with the specifics of teaching Kazakh language to Russian-speaking technical students at Karaganda State Technical University, Kazakhstan, in the light of the nationwide trilingualism policies. The paper explains ineffectiveness of the traditional grammar-translation method used today in many educational institutions. It has been hypothesized that Kazakh language teachers should use the Communicative language teaching (CLT) methodology, which is rather popular in the West and widely used for teaching foreign languages, in particular English, with its adaptation for Kazakhstan’s conditions. The study gives a model of a communication-based lesson and proves its effectiveness in teaching Kazakh language to Russian-speaking students as well as suggests the possibility of its widespread implementation for training adult population in Kazakhstan.
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Mamonov, Alexander Olegovich. "USING UP-TO-DATE DIGITAL APPLICATIONS FOR TEACHING FOREIGN LANGUAGES." Nauka v sovremennom mire, no. 3(48) (April 20, 2020): 34–36. http://dx.doi.org/10.31618/2524-0935-2020-48-3-4.
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This article is devoted to using existing digital applications in foreign language teaching practice. The review of the existing digital applications is performed. The current study applies qualitative methodology to explore the opportunities of digital applications for foreign language teaching. The study proposes the ways such modern applications can be used for teaching foreign languages. Further research in the same area of study is necessary to develop practical exercises and assess their effectiveness.
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Amirova, A., and G. Rahmetova. "The technology of teaching a foreign language in a technical university." Pedagogy and Psychology 45, no. 4 (December 31, 2020): 194–204. http://dx.doi.org/10.51889/2020-4.2077-6861.24.
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This work studies the problems of teaching foreign languages in modern education, namely in technical universities, are studied. The article highlights the features of modeling the system of teaching foreign languages. The purpose of the article is to study models of teaching in pedagogy and didactics, using examples proposed by various scientists on the methodology of teaching foreign languages in technical universities. Some methodological principles and features of teaching a foreign language at a technical university are considered, based on the criterion for the development of professional competence. The current technologies of teaching a foreign language to students in higher technical school are highlighted, the final result of which is the transition from mastering language means to the formation of speech skills in students and the development of speech skills. The specificity of the contingent of students of a technical university is that the curriculum includes mastering a foreign language as a means of further self-education and self-development, and modern youth are well aware of the advantages of knowing a foreign language. The paper analyzes modern foreign language teaching in a technical university within the framework of a personality-oriented educational approach, on the basis of different methodological approaches, discloses the concepts of the educational process as a system consisting of the proposed structural components - the hierarchy of learning goals, information technology support of the educational process, student, teacher. The characteristic features of the system of teaching foreign languages in technical universities, which takes into account the peculiarities of the educational space of a modern university, are highlighted and described. The introduction of this system will bring the teaching of foreign languages to a new level that meets the modern requirements for training specialists.
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Vela, Jualim D. "Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?" International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (March 1, 2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.
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<p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in the three languages. The findings indicated that students who were taught using the Filipino language obtained better mean scores in the test compared to students who were taught using their mother language. On the other hand, students who were taught using the English language obtained the lowest mean scores. Furthermore, the results revealed that the Bicol speaking students prefer the Filipino language during class discussions, recitations, in following their teacher’s instructions during science related classroom activities, and in doing their homework.</p>
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Amenu T, Miressa. "EXAMINING THE ROLE OF LINGUISTICS IN ENGLISH LANGUAGE TEACHING AS EFL AT HIGHER INSTITUTION: THE CASE OF METTU UNIVERSITY." International Journal of Applied Research in Social Sciences 2, no. 6 (December 28, 2020): 144–51. http://dx.doi.org/10.51594/ijarss.v2i6.196.
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This paper was aimed at examining the role of linguistics in English language teaching as a EFL at higher education. The participants of the study were summer students of English Language and literature department of Mettu University. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and interview. Quantitative and qualitative data were obtained and analyzed quantitatively and qualitatively. Thus, this study employed a mixed approach. The findings of the study revealed that all participants have reached on mutual understanding and well noted that linguistics and language teaching have the same subject matter to deal with the role of linguistics to play in the process of language teaching. Therefore it can be said that language is the fundamental unit of the branch of linguistics. Without languages the subject of linguistics cannot be there. In other words languages pave the way for the growth of the field of linguistics. A language is a mental phenomenon and a way of expression of thought by means of articulate sounds. On the other hand linguistics is a branch of study that deals with languages. Finally, the findings have significant implications for adoption of linguistics in teaching language. This is the reason why the role of linguistics in English language teaching is needed for language learners.Keywords: Linguistics, Language, Language Teaching, Teaching, Role Of Linguistics
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Bondarchuk, Larysa, Lesia Iermak, and Tamara Podgurska. "INNOVATIVE METHODS AND IT TECHNOLOGIES IN THE TEACHING OF MODERN LANGUAGES AT THE ECONOMIC UNIVERSITY (ON THE EXAMPLE OF TEACHING UKRAINIAN AND POLISH LANGUAGES AS FOREIGN)." Scientific Journal of Polonia University 28, no. 3 (April 10, 2018): 121–29. http://dx.doi.org/10.23856/2815.
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The article presents the specific character of teaching foreign languages – "Ukrainian as a foreign language" and "Polish as a foreign language" – for students-economists at Kiev National Economic University named after Vadym Hetman. The basic assumptions of these disciplines are the principle of regularity, the orientation on achieving linguistic communication, and familiarizing students with vocational vocabulary. Disciplines are aimed at teaching practical knowledge of Ukrainian and Polish as foreign languages, shaping cultural (real-life) competences and familiarizing with the normative principles of functioning of these languages in various communication situations.
Particular attention is also paid to the use of innovative methods and IT technologies in language education of a modern economic university (case study method, project method, metaplan method in teaching Polish and Ukrainian languages as foreign).
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Isakova, Alla. "Communicative Approach to Interactive Foreign Language Lesson at University." SHS Web of Conferences 50 (2018): 01071. http://dx.doi.org/10.1051/shsconf/20185001071.
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The article is devoted to communicative methods of the foreign language teaching, examining of reflexive practice and modelling of a communicative situation, conducting of an experimental study and revealing of a new teaching method efficiency. The communicative method based on the author’s own teaching experience is analysed. The purpose of our experimental program is to define psychology and pedagogical conditions for empirical and theoretical model of communicative approach training in foreign languages training. The appeal of educational process focused training assumes change of ideas not only development of communicative abilities. The purpose of our experimental program is to define psychology and pedagogical conditions for empirical and theoretical model of communicative approach training in foreign languages training.
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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.
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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.
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Pritchard, Alan, Marilyn Hunt, and Ann Barnes. "Case study investigation of a videoconferencing experiment in primary schools, teaching modern foreign languages." Language Learning Journal 38, no. 2 (July 2010): 209–20. http://dx.doi.org/10.1080/09571731003790508.
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Al-Dosakee, Karwan, and Fezile Ozdamli. "Gamification in Teaching and Learning Languages: A Systematic Literature Review." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 559–77. http://dx.doi.org/10.18662/rrem/13.2/436.
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It can be seen that emerging technology has positively affected learning in several aspects. Recently gamification has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review methodology to demonstrate gamification in teaching and learning new languages over the three databases Web of Science, Science Direct, and Scopus. The study includes 103 studies that have been published between 2010-2020. The study finding reveals that gamification can be a useful tool for teaching and learning languages and can increase learners' motivation and turn to learn into an enjoyable process. It is recommended that further research be conducted in language education, focusing on gamification in learning the four primary language skills.
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Gurienko, Marina Aleksandrovna. "Syntactic emphatic constructions in teaching foreign languages." Vestnik of Astrakhan State Technical University 2020, no. 2 (November 11, 2020): 76–80. http://dx.doi.org/10.24143/1812-9498-2020-2-76-80.
Full textAbstract:
The article considers the use of syntactic emphatic constructions that become a matter of rising interest not only for the science fiction translators, but also for the teachers of foreign languages and the methodologists. Special attention is paid to the communicative method of teaching, since this method has accumulated the greatest experience in introducing fiction into the field of teaching foreign languages. There has been analyzed the descriptive-analytical method which makes it possible to process the selected lexical material, and the classification method which allows determining the specifics of phenomena and their properties. The material for the study was a series of satirical novels by P. G. Wodehouse, whose characters are a British aristocrat Worcester and his servant Jeeves. In addition to the wide range of stylistic tools used in the novels the author described many realities of early twentieth-century Britain that can be used as a basis for linguoculturological study. There have been analyzed the syntactic emphatic constructions and their main models based on the classification of L. A. Sokolova, E. P. Trofimova and N. A. Kalevich and the examples from the novel. It has been inferred that using fiction literature at the lessons of foreign languages is promising and recommended for further study by specialists in the field of teaching foreign languages. The results of the study can be used in the students’ research works when writing essays, final qualifying papers, preparing creative projects in linguistics and stylistics of English language, the theory and practice of translation