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Journal articles on the topic 'Modern Languages Department'
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1
Downes, Peter. "LMS and the modern languages department." Language Learning Journal 1, no. 1 (1990): 16–17. http://dx.doi.org/10.1080/09571739085200061.
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Shtanov, A. V. "School of Middle Eastern languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 256–59. http://dx.doi.org/10.24833/2071-8160-2014-5-38-256-259.
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School of Middle Eastern languages (Arabic, Hebrew and Turkish), as well as a number of languages of the Caucasus and Central Asia (Azerbaijan, Uzbekistan, Turkmenistan) is based on the intellectual heritage, tracing its history to the Department of Arabic Studies, established in 1871-1872 years when Lazarev Institute of Oriental Languages. The department provides a high level of theoretical and practical teaching of modern Arabic literary language and the spoken language of a number of Arab countries. Department annually produces 20-25 international affairs Arabists working in international, political, economic, legal, journalistic and other areas in the Russian Federation, the CIS countries and abroad.
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Clegg, Cyndia Susan. "Pacific Ancient and Modern Language Association." PMLA/Publications of the Modern Language Association of America 110, no. 4 (September 1995): 882. http://dx.doi.org/10.1632/s0030812900173201.
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The association's most significant news is its change in name from PAPC to PAMLA to strengthen its identification with the Modem Language Association and to maintain the historic presence of classical languages. The association's ninety-third annual meeting will be held 3-5 November 1995 at the University of California, Santa Barbara, hosted by the College of Letters and Science with its Division of the Humanities, and cosponsored by the Interdisciplinary Humanities Center, the Department of Classics, the Comparative Literature Program, the Department of English, the Department of Germanic, Semitic, and Slavic Studies, and the Department of Spanish and Portuguese. Gerhart Hoffmeister, professor of German, is serving as chair of the local committee.
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Martyniuk, Waldemar. "The Council of Europe's European Centre for Modern Languages." Language Teaching 44, no. 3 (May 10, 2011): 398–99. http://dx.doi.org/10.1017/s026144481100022x.
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The European Centre for Modern Languages (ECML), a Council of Europe Partial Agreement based in Graz, Austria, has been serving the community of language education professionals in its 34 member states for over 15 years now. This unique intergovernmental centre, integrated within the Council of Europe's Department of Language Education and Policy, offers concrete approaches to the issues and challenges facing Europe's multicultural societies in a period of intensive change and mobility.
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Osetskaya, Natalya S. "Some Observations Concerning Russia, summarized by Erik Palmquist in 1674 or Palmquist’s Album." Bibliotekovedenie [Library and Information Science (Russia)], no. 2 (April 23, 2013): 51–57. http://dx.doi.org/10.25281/0869-608x-2013-0-2-51-57.
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Lomonosov Publishing House in cooperation with the Department of Slavic Languages and Literatures of the Stockholm University, the Royal Swedish Academy of Letters, History and Antiquities, the Department of Modern Languages of the Uppsala University and the St. Petersburg Institute of History of the Russian Academy of Sciences published in 2012 the unique facsimile edition in folio of “Palmquist’s Album” and the special edition of “Some Observations Concerning Russia, summarized by Erik Palmquist in 1674”, which includes the original text of Album in the Early Modern Swedish language and its translations into the Swedish, Russian and English languages, the manuscript description, the principles of reproduction and translation of Palmquist’s texts, the glossary in the Swedish, Russian and English languages as well as zoomed out edition of “Palmquist’s Album”.
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Osaji, Debe. "The place of broadcasting translation in a multilingual Nigeria." Babel. Revue internationale de la traduction / International Journal of Translation 37, no. 1 (January 1, 1991): 54–62. http://dx.doi.org/10.1075/babel.37.1.21osa.
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Clegg, Cyndia Susan. "Pacific Ancient and Modern Language Association." PMLA/Publications of the Modern Language Association of America 115, no. 4 (September 2000): 854. http://dx.doi.org/10.1632/s0030812900140301.
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The association's ninety-eighth conference will be held 10-12 November 2000 at the University of California, Los Angeles. Chairs of the local committee are Hans Wagener of the German Department and Frederick Burwick of the English Department. Registration at the conference will be $35 and $25. All paper sessions are scheduled for classrooms at UCLA and will begin Friday at 1:00 p.m. and end Sunday at 1:00 p.m. PAMLA members whose dues were paid by 1 June 2000 will receive programs by mail.PAMLA dues are $25 for regular members, $15 for lecturers, $10 for students and emeriti, and $30 for joint memberships. Membership includes a subscription to Pacific Coast Philology, a refereed journal, which, since 1993, appears in two issues each year. By reciprocal agreement, regular NEMLA and PAMLA members may participate in the meetings of both associations. For further information, write the new executive director, Lorely French, Modern Foreign Languages, Pacific Univ., Forest Grove, OR 97116 (frenchl@pacificu.edu), or visit the PAMLA Web site (http://www.pamla.org).
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Shunevych, B. I., H. S. Drapalyuk, and N. I. Pyndyk. "INNOVATIVE COMPUTER TECHNOLOGIES IN FOREIGN LANGUAGES INSTRUCTION AT UKRAINIAN HIGHER SCHOOLS." Ukrainian Journal of Information Technology 2, no. 1 (2020): 73–78. http://dx.doi.org/10.23939/ujit2020.02.073.
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The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.
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Abdykhalykova, Akzhan. "Modern Technologies in Foreign Language Teaching: The Case of L.N. Gumilyov Eurasian National University." Economics and Culture 16, no. 2 (December 1, 2019): 39–45. http://dx.doi.org/10.2478/jec-2019-0020.
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Abstract Research purpose. The teacher of higher education should motivate students to use modern information technology training to study the discipline and develop professional competencies in foreign language teaching. The purpose of this research is to highlight the problem of finding the optimal didactic capabilities of modern information technologies used for improving the system of training specialists in the field of foreign languages teaching and to discuss the results of current studies in this direction. Design/Methodology/Approach. The authors summarized the relevant literature and results of the research and teaching experience. The main theoretical methods of research are modelling and designing the process of incorporating modern information technologies into foreign language teaching at the university. Theoretical methods are supplemented by empirical methods, such as observation, survey, testing, experimental work and methodological analysis. Findings. The article reveals the main components of the system of using modern technologies of foreign languages teaching at Theory and Practice of Foreign Languages Department of L.N. Gumilyov Eurasian National University. The article presents a description of training and monitoring online programs, their approbation in real conditions of pedagogical activity, the results of a pedagogical experiment, which proves the effectiveness of using modern technologies in the training of foreign and second language students. Originality/Value/Practical implications. The electronic educational materials, recommendations developed by the authors, can be used in the teaching of foreign language and can serve as a basis for the development of information, communication and instrumental provision in other subjects. The need for further research is as follows: to create online platforms, multimedia and testing programs and to develop variants of using modern technologies in foreign language teaching.
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McCarthy, Brian. "Taking off with CALL." ReCALL 4, no. 7 (November 1992): 6–9. http://dx.doi.org/10.1017/s0958344000005231.
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Over the past two years, the Department of Modern Languages at the University of Wollongong (Australia) has developed a range of software, primarily for use with beginner foreign language students. This article looks at the project from three angles: a brief survey of CALL software produced; discussion of some of the elements which have combined to make the project successful; comments on the integration of CALL into the teaching program.
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Artists, Multiple. "The Museum in the Hallway 2018-2019." ti< 8, no. 1 (April 6, 2019): 36–53. http://dx.doi.org/10.26522/ti.v8i1.2170.
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The Museum in the Hallway is located in the Department of Modern Languages, Literatures and Cultures, Brock University, Canada. This catalogue reviews the academic year 2018-2018 (Curator Catherine Parayre).
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Kopzhasarova, U., B. Beisenbaeva, and S. Alken. "Improvement of technical specialty students’ foreign language professional skills." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 157–63. http://dx.doi.org/10.31489/2021ped2/157-163.
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The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.
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Chekulai, I. V. "English immigration discourse in the scientific paradigm of critical research: review of the monograph by M.S. Matytsina." Professional Discourse & Communication 2, no. 4 (December 24, 2020): 96–101. http://dx.doi.org/10.24833/2687-0126-2020-2-4-96-101.
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The reviewed work is the monograph written by M.S. Matytsina, the Associate Professor of Foreign Languages Department, Lipetsk State Technical University. In the book the author describes the development trends of the English immigration discourse in the scientific paradigm of critical research. The author focuses on establishing the relationship between discourse and society, and the connecting link in this interaction is cognitive structures, which are a subjective mental construct of participants in the communicative situation. The aim of the study is to analyze and systematize the existing knowledge about the problem of immigration in dynamically developing societies of Great Britain and the USA, assess the state of development of language processes that occur as a result of observed trends, and also identify the place and role of the language content of the discourse in social relations building. The study broadens and deepens the existing knowledge about various techniques of modern political rhetoric and discursive phenomena. The monograph is addressed to specialists in the field of discursive analysis, language theory, political linguistics, doctoral students, graduate students, applicants, teachers and students of institutes and departments of foreign languages.
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Bracke, Evelien. "Bringing Ancient Languages Into a Modern Classroom: Some Reflections." Journal of Classics Teaching 16, no. 32 (2015): 35–39. http://dx.doi.org/10.1017/s2058631015000185.
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In France, recent curriculum reforms have signalled the cull of Latin and Greek from the secondary school curriculum – a teacher who criticised the reforms was censured; his blog disappeared. Belgium – because of the strength of its Catholic education long a beacon for Classical education – is witnessing schools dropping ancient languages in favour of STEM subjects at an alarming rate, driven similarly by the government agenda. As I am writing this article, I notice an online piece on the deteriorating situation in Malta, too. Throughout Europe, the financial crisis is spurring on governments and schools to intensify their push for STEM subjects – hailed as an instant fix for the faltering global economy – while vilifying less immediately practical subjects. A conversation with a French colleague who was lamenting the oppressing regime made me realise how well the UK is doing in comparison with other countries in Europe. Numbers of (state) secondary schools offering Latin are increasing, and thanks to the Department for Education, primary schools can offer Latin and Greek at Key Stage 2. Of course we should not delude ourselves: the number of secondary schools offering Latin is still low, the teaching of Greek is particularly disheartening, and only about 2% of all primary schools so far have opted to teach Latin and none (to my knowledge) have chosen Greek. Nevertheless, in comparison to the rest of Europe, a government which (whatever else one may think of it) supports the teaching of Classical languages, a growing number of hubs which see all levels of education collaborating creatively, and flourishing outreach organisations which offer financial and logistical support, give the UK at least some cause for optimism.
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Botwina, Renata, and Oksana Borys. "COMMUNICATIVE APPROACH IN PRACTICE: THE CASE OF THE UKRAINIAN STUDIES DEPARTMENT AT THE UNIVERSITY OF WARSAW, POLAND." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 290–94. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-290-294.
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The growth of international market, business and travel around the world has resulted in English being an integral part of university curricula. Teaching English in the way that is not only motivating but also corresponding to the needs of the global market university graduates are about to face has become mandatory for higher education institutions. This paper aims at presenting a modern approach to teaching foreign languages to students studying at the Department of the Ukrainian Studies at the University of Warsaw, Poland. The specifics of the didactic work of lecturers teaching English and Ukrainian languages are presented with a view to a cultural diversity in groups. The Department offers students a rich program that gives them a thorough education both in Ukrainian and English languages. The authors show how they deal with various problems resulting from language interference, heterogeneous groups and cultural differences in their teaching practice. Motivating students to learn English with a view to a cultural context is of special importance since it results not only in interesting lessons, but also in students willing to deepen their knowledge of the English-speaking countries. A special attention is given to the Communicative Approach which has proved to be beneficial both for teachers and students. Moreover, the authors give practical solutions how to motivate students to learn foreign languages effectively.
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Ivkina, Margarita, Lyudmila Merkulova, and Olga Martynova. "Foreign Language Learning at a Technical University in the Modern Period." International Journal of Engineering Pedagogy (iJEP) 10, no. 6 (December 8, 2020): 139. http://dx.doi.org/10.3991/ijep.v10i6.13375.
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Abstract
Introduction. The article is devoted to the problems of the foreign language learning at a technical university. The theoretical importance of the research is in the analysis of the existing language learning system at a technical university in light of a modern engineer’s professional activity model’s change. Grounding of certain corrections in the language learning system also provides the theoretical importance of the research. The practical importance of our research is in the modification of the existing language learning system based on the environmental and activity approaches.
Materials and Methods. While carrying out the research we used a complex of methods; that is: literature analysis, empiric and praxymetric methods, and a modeling method.
Results. 4 main types of an engineer’s professional activity are defined in the engineer’s activity model. These types correspond to the main activity types by M.S. Kagan’s concept – value-motivating, cognitive, reorganizing and communicative activities. An engineer’s activity results analysis led to discovering new features in the engineer’s personality structure lying in the communicative competence role increase. It was also found out that successfulness becomes a link between value-motivating and communicative activities. Consequently, we have made a conclusion on the increasing demands to the students’, masters’, post-graduates’ and academic researches’ language proficiency. Foreign language proficiency should provide for the ability to participate in the international conferences, to attend foreign professors’ lectures, and to take part in the students’ exchange programs. All of the above presupposes rather high foreign language proficiency and requires a foreign language learning system creation. The authors analyzed language learning courses at a technical university and carried out a post-graduates’ survey. As a result, lack of syllabuses being able to fill in the gaps in language proficiency and to support speech skills was found out. Basing on the conclusions mentioned above an extra multi-purpose and multi-level structure syllabus was worked out. This syllabus allowed to solve the existing programs, to increase foreign language learning and general learning motivation, to create conditions for self-development and self-realization in the professional activity. The article also describes in detail a foreign language learning system developed by the Department of Foreign Languages and Russian as a Second Language in the general learning environment of a technical university, which acquires for the modernization and reaching the education level corresponding to the leading universities’ level.
Conclusion. The learning environment created by the Department of Foreign Languages and Russian as a Second Language of Samara National Research University named after academician S.P. Korolyov and including a compulsory language learning system and a system of extra language learning courses provides for the students’ individual needs in foreign language proficiency satisfaction at various levels. It also provides for their intellectual and moral self-development.
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Odaryuk, Irina Vasilievna, and Iuliia Yuryevna Kotliarenko. "The analysis of university teachers’ readiness to implement digital technologies in the educational process (based on a survey of the teaching staff of Foreign Languages Department)." Samara Journal of Science 10, no. 2 (June 1, 2021): 294–98. http://dx.doi.org/10.17816/snv2021102312.
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The purpose of this research is to study the teaching staff opinion on the use of digital technologies in the process of teaching foreign languages at a technical university. In the context of education transformation the question of finding and applying new interactive learning technologies becomes especially relevant. The teachers of Foreign Languages Department at Rostov State University pay great attention to this problem. The use of modern mobile applications in foreign language classes for teaching various types of speech activity shows positive results. In particular, the Mind Maps technology has been tested by us in class while teaching lexical topics corresponding to the steering documents of specialties. Its use in the educational process facilitates the perception and memorization of lexical material by students, promotes the development of speech skills, and makes the learning process exciting. It was found that in the course of working on the creation of Mind Maps, students with a high level of digital skills are more successful in overcoming the language barrier, striving to expand the scope and diversify the structure of Mind Maps. The results of a survey of teachers on the effectiveness of using this method in teaching foreign languages as well as the readiness to use digital techniques while working with students are presented. The positive and negative aspects of introducing digital methods into the educational process, the interest of senior teachers to use modern technologies and their active integration into the learning process are revealed. The results can be applied by university professors and school teachers in the process of teaching foreign languages and other courses. The research methods were the method of static description of the material, polling, analysis, comparison and generalization of scientific information.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.
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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Kisel, O. V., A. I. Dubskikh, and A. V. Butova. "Difficulties in Applying a Student-Centered Approach in Modern Russian Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 8-9 (September 9, 2020): 95–103. http://dx.doi.org/10.31992/0869-3617-2020-29-8-9-95-103.
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The article attempts to define the application of student-centered approach in foreign language teaching at the Department of Foreign Languages in Engineering (Nosov Magnitogorsk State Technical University). The relevance of the research lies in the fact that it deals with a key issue of interest for teachers and educators as well as for teaching and learning process in general – the education of an active, creative, successful person, capable of self-development and self-improvement. Nowadays the theory of student-centered learning is rather rule than the exception in many educational institutions around the world. Nosov Magnitogorsk State Technical University follows modern educational trends. However, there are some difficulties in full realization of student-centered approach basic principles. The purpose of the research which included the survey of teachers and students on the conception of student-centered learning, was to identify and unleash the potential of a student-centered approach in foreign language learning at a university. The authors concluded that respondents are not fully aware of this approach. The results of self-reflection observations are manifested in the form of various limitations. These limitations are associated with students and teachers. The most important limitations are connected with the lack of motivation for students to study. The practical significance of the research is that its findings can be taken into account when eliminating difficulties in introducing student-centered approach in teaching foreign languages and other disciplines at a university.
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Angel, A. V., and E. A. Volkova. "The Role of Intermediary Language at the Lessons of Russian as a Foreign Language in the Context of a Present-Day University." Prepodavatel XXI vek, no. 1, 2020 (2020): 159–67. http://dx.doi.org/10.31862/2073-9613-2020-1-159-167.
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The article considers the feasibility of using the intermediary language in Russian as a foreign language lessons with students of the English department. It is concluded that at the initial stage of training, an intermediary language is necessary: it performs a number of important functions, allows a comparative analysis of language phenomena, and helps to overcome interference. Thus, for a teacher of Russian as a foreign language, good command of the English language becomes a necessary professional skill, and the creation of new nationally oriented teaching aids in Russian as a foreign language is one of the main tasks of the modern methodology of teaching foreign languages. The article also presents the results of a survey of 178 foreign students on the most relevant aspects of the problem being studied.
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Nikanorova, O. N., and I. V. Dergacheva. "Our fallen – as sentinel…" Язык и текст 5, no. 3 (2018): 81–84. http://dx.doi.org/10.17759/langt.2018050311.
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The article is devoted to the coverage of the veterans rally The Moscow regional organization of veterans of the 35th rocket division and teachers of the department "Lingvodidaktika and intercultural communication" of the institute "Foreign languages, modern communications and management" MGPPU, dedicated to the memory of soldiers who heroically fought in the Great Patriotic War of 1941-1945.
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Xie, Qin. "Recent developments in corpus linguistics and corpus-based research / Department of Linguistics and Modern Language Studies at the Hong Kong Institute of Education." Language Teaching 48, no. 1 (January 2015): 156–60. http://dx.doi.org/10.1017/s0261444814000330.
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Corpus linguistics has transformed the landscape of empirical research on languages in recent decades. The proliferation of corpus technology has enabled researchers worldwide to conduct research in their own geographical locations with few hindrances. It has become increasingly commonplace for researchers to compile their own corpora for specific research questions or to conduct research on the basis of corpora constructed by other researchers. Moreover, corpus linguistics has become accessible to language teachers, providing ideas, instructions and new opportunities to apply corpus techniques, corpus-based materials and activities in their classrooms (e.g., Bennett 2010; Reppen 2010; Scheffler 2011).
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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.
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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
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Astroha, Viktar A. "The role of the Belarusian State University in the formation of teaching modern and contemporary history of foreign countries in higher educational institutions of Belarus in the 1930–70s." Journal of the Belarusian State University. History, no. 3 (August 10, 2021): 45–51. http://dx.doi.org/10.33581/2520-6338-2021-3-45-51.
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The place and role of the department of modern and contemporary history of the faculty of history of the Belarusian State University in the formation and development of teaching modern and contemporary history of foreign countries in various higher educational institutions of Belarus in the period 1930–70s are analysed. The evolution of the department as a leading scientific and educational center in its field is considered. The article describes the work of teachers of the Belarusian State University in the Minsk State Pedagogical Institute named after A. M. Gorky, Vitebsk State Pedagogical Institute named after S. M. Kirov, Republican Party School of the Central Committee of the Communist Party (Bolsheviks) of Belarus, Minsk State Pedagogical Institute of Foreign Languages, Gomel State University and etc. The conclusion is made about the important role of the Belarusian State University in the formation of teaching modern and contemporary history in higher educational institutions of Belarus in the initial period of their activity.
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Kvasyuk, E. N. "Development of professional competence of future foreign language teachers in inclusive education through profession-based volunteering." SHS Web of Conferences 87 (2020): 00027. http://dx.doi.org/10.1051/shsconf/20208700027.
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The existing modern trends, associated with the need for a wider inclusion of children with disabilities in society, actualize the problem of the formation of inclusive competence of teachers, and the teachers of foreign languages are not an exception. We should start the process of development of this professional competence at university level. The article aims to state the importance of the acquiring inclusive professional competence in teaching children with special educational needs by university students, studying at the department of foreign languages, through profession-based volunteering. federal state educational standard of higher education provides the universities with the list of necessary competences that should be developed in educational process. These competences can be divided into groups: general, basic, special and specific competences. The object of the research is the process of inclusive competence development of future foreign language students of Murmansk arctic state university through profession-based volunteering. The article analyzes the results of the survey conducted in Murmansk arctic state university.
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Kerins, John, and Allan Richards. "Developing a prototype information system framework to handle pedagogical knowledge in a secondary school modern foreign languages department." Education and Information Technologies 13, no. 3 (April 22, 2008): 231–58. http://dx.doi.org/10.1007/s10639-008-9059-7.
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McKee, Jane. "Computer-assisted vocabulary acquisition: an evaluation of the text analysis program." ReCALL 5, no. 8 (May 1993): 9–15. http://dx.doi.org/10.1017/s0958344000005383.
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The Text Analysis Program (TAP) was designed by a team from the Department of European Studies and Modern Languages and the Computer Services Department of the University of Ulster with a view to enhancing language learning techniques for third level language students. Work on the program was funded jointly by the CTI and the University of Ulster. A Multiple Choice Question (MCQ) program was also developed as part of the same project. The program came into service in the academic year 1989-90 when it was tested on three groups of students. Some minor modifications were made before it was reused in 1990-91 and 1991-92 with the group of students who seemed to us most likely to benefit from its use. It is now undergoing further adjustment in the light of the second and third year's experience and is set to become a permanent feature of second year teaching on the BA (Hons) International Business Communication course (IBC). The present paper seeks to evaluate the program under two headings: ease of use and effectiveness as a means of enhancing linguistic awareness and language learning techniques.
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Melnikov, Maxim, Elvira Mallyamova, and Marina Morozova. "Linguistic corpus as a means of adaptation of modern scientific agricultural approaches." BIO Web of Conferences 17 (2020): 00182. http://dx.doi.org/10.1051/bioconf/20201700182.
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The article touches upon the issue of the relevance of creating a specialized agrarian linguistic corpus containing a sufficient amount of scientific publications. The authors substantiate the importance of facilitating prompt access to research results through the global Internet system in agricultural field to increase effectiveness and sustainability of the industry. The study described in the article is aimed to determine the effectiveness of using agrarian linguistic corpus in the process of analysis and adaptation of scientific information in English for academic staff. The problem solution of facilitating the process of obtaining information on scientific discoveries in the agricultural sector is presented in the article. The research team of the Department of Foreign Languages of Ulyanovsk State Agrarian University introduced findings of the study.
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Kandeel, Rana Hasan. "Les pratiques des apprenants du français langue étrangère lors de la rédaction d’un résumé dans le LMOOC Paroles de FLE." Íkala 24, no. 3 (September 30, 2019): 487–502. http://dx.doi.org/10.17533/udea.ikala.v24n03a10.
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This sort of action-research exploratory study aims to examine the effect of an open and massive online language course (lmooc, in English) on the practices of fle learners in writing a summary in French as a foreign language (fle, in French) by Jordanian students in the department of modern languages at Yarmouk university. To carry out our study, two surveys were implemented —a Delphi-type consultative survey and a qualitative interview-type survey. Results showed that the use of lmooc in writing an abstract incorporate new steps into writing activity, such as note-taking and review by peers. The use of external and internal resources has had an important impact not only on the semantic, graphomotor and linguistic levels of writing activity, but also on the students’ reflective attitude towards their writing and peer assessment.
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Oujezdský, Aleš. "Creation of Educational Video Tutorials and Their Use in Education." International Journal of Information and Communication Technologies in Education 3, no. 1 (June 1, 2014): 28–39. http://dx.doi.org/10.1515/ijicte-2014-0003.
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Abstract Educational video tutorials are currently modern teaching resources. They are primarily used as a guide when working with various software applications. The tutorials can be produced in high definition, including narration and subtitles. However, creating such a video tutorial is not easy. Students at the Department of Information and Communication Technologies are learning to create these video tutorials. The basis of a tutorial is the creation of a script. The next step is a high quality screen capture, sound recording and subtitle creation. The tutorial can be accompanied by several different audio tracks and subtitles in different languages. Such video tutorial can be then used by foreign students or hearing-impaired students. The tutorial is then exported into a modern format that ensures high image quality and can be played on most devices for video playback. At the Department of Information and Communication Technologies the tutorials are being created mainly for Informatics courses where students work in different and often special software applications.
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Nedelcu, Octavia. "THE STUDY OF THE UKRAINIAN LANGUAGE AT THE UNIVERSITY OF BUCHAREST: HISTORY AND PERSPECTIVES." Studia Linguistica, no. 14 (2019): 118–32. http://dx.doi.org/10.17721/studling2019.14.118-132.
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The article presents an analysis of the status of the Ukrainian language studies at the University of Bucharest from a diachronic and synchronic perspective. The Romanian-Ukrainian relations (political, administrative or economic), were founded and developed on the basis and in the context of cultural relations. For more than three decades, in Romania, international scientific events have been organized by the academic institutions in the partnership with governmental and local ones in order to maintain the Romanian-Ukrainian relations. Education has always been a basic component of people’s culture, regardless of the social world order or the level of education: primary school, secondary school, high school or university, the latter being the topic of our paper. Apart from the University of Bucharest, which has a rich tradition, in Romania, the undergraduate studies of the Ukrainian language and literature together with modern language and literature study (the Romanian language and literature) are currently provided by the “Stefan cel Mare” University of Suceava, within the Department of the Romanian Language and Literature of the Faculty of Letters and Communication Sciences, as well as by the “Babeș-Bolyai” University of Cluj-Napoca, within the Department of Slavic Languages and Literatures of the Faculty of Letters. Ukrainian studies at the university level in Romania have emerged since the very foundation of the Romanian philology in the 19th century, more precisely since forming the Slavic studies as a scientific discipline. Bogdan Petriceicu Hasdeu, one of the greatest personalities in the Romanian culture, (linguist, folklorist and philologist) played a big role in this sense, studying the way Romanian history had been reflected in the Ukrainian folklore. The Ukrainian folklore and the works of Taras Shevchenko were studied by the translator Grigore N. Lazu and the literary critic Constantin Dobrogeanu-Gherea. P. P. Panaitescu, Șt. Ciobanu, Zamfir Arbore and other researchers also wrote about the Romanian-Ukrainian literary relations. In the institutional framework, i.e. in primary schools, secondary schools, high schools and universities, the Ukrainian language and literature had been taught since 1948, after the Education Reform. The Department of Ukrainian Language and Literature of the University of Bucharest was established within the Department of Slavic Languages of the Faculty of Philology in 1952. Since founding of the Department by Professor Constantin Drapaca, such specialists as Nicolae Pavliuc, Magdalena Laszlo-Kuțiuk, Stelian Gruia, Dan Horia Mazilu, Ioan Rebușapcă, Micola Corsiuc, Roman Petrașuc, Maria Hoșciuc and Aliona Bivolaru made their contribution into promoting and increasing the prestige of the Ukrainian studies in Romania, as well as to strengthening relations between Romania and Ukraine.
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Polubichenko, Lidiia Valerianovna, and Inna Vladimirovna Kharlamenko. "Trends in the development of foreign language education in a non - linguistic university." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 16–31. http://dx.doi.org/10.51314/2073-2635-2021-1-16-31.
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The article observes modern trends in the development of foreign language education in a nonlinguistic university, using as an example the English Department for Science Students, Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University. Nonlinguistic university graduates need a fairly high level of foreign language communicative competence to be competitive in the modern labor market, which determines an everincreasing attention to teaching LSP (Language for Specifc Purposes). In 2001, the English Department for Science Students participated in the Russian-British project RESPONSE (Russian Education Support Project on Specialist English) aiming at a largescale study of the current state of teaching English for specifc purposes in Russian universities. Its fndings provide the baseline that serves a useful starting point for evaluation and monitoring the changes that have occurred in this area over the past twenty years. The main trend is the change of teaching methods and approaches: from the grammar-translation method inherited from the Soviet higher school to computer assisted language learning (CALL), communicative and competence approaches today. Active integration of information and communication technologies in the educational process makes it possible to form and develop the university's electronic information and educational environment. The MSU educational platform “University without borders” is based on Moodle LMS and used for distance teaching and learning. It ofers online educational materials, electronic textbooks and courses, for both degree programmes and supplementary education. The main digital tools that lecturers use to teach and supervise students' self-study are listed. The paper considers such areas of the work of the English Department for Science Students as development and application of interactive teaching methods and technologies; implementation of alternative forms of control, e. g. performing the fnal bachelor ESP assessment in the format of B2 CEFR exams or conducting an interfaculty scientifc student conference in English at the master's level; designing a professional development course in academic English for earth and life scientists; establishing an electronic library; compiling specialized corpora of medical and biological scientifc texts; promotion of multilingualism and multiculturalism.
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Muratova, Maya. "FOLK SPEECH AND CULTURE OF THE REGION IN REPRESENTATION TO THE FOREIGN STUDENTS OF PHILOLOGICAL DEPARTMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 373. http://dx.doi.org/10.17770/sie2019vol1.3730.
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This article considers an actual problem of modern lingvomethodics which is the formation of lingvoregional knowledge and skills of foreign student-philologists. The main goal of this article is grounding and development of teaching materials which will form the lingvoregional knowledge and skills of the foreign students basing on the Pskov regional material.The article describes the following issues: students learn the peculiarities of local Pskov dialects, folk holidays of Pskov region, works of philologists and ethnographers devoted to the language and culture of Pskov. Main textual and lexicographical resources of the teaching materials are also covered, as well as the description of the introducing lingvoregional information methods. We also present the results of ascertaining and control experiment stages, during which the foreign students of the department of Russian Philology and Foreign languages were educated according to the introductory lingvoregional training program. During the experiment, we used the methods of linguistic-cultural analysis of words and text, the method of pedagogical experiment, mathematical method of processing the results obtained.The results of the tests showed that foreign students had significantly increased the level of linguistic and lingvoregional knowledge and skills, formed on the Pskov regional material.
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Vykhrushch, Anatolii, Nadiya O. Fedchyshyn, Tetiana Khvalyboha, Ihor Drach, and Marta Rudenko. "Development of Students-Foreigners’ Communicative Competence by Means of Information Technologies under the Conditions of the Medical University." International Journal of Higher Education 9, no. 6 (October 13, 2020): 276. http://dx.doi.org/10.5430/ijhe.v9n6p276.
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The article deals with an urgent issue of a systematic research of foreign students studying in Ukraine. Successful learning and social adaptation of young people greatly depend on learning the Ukrainian language. In addition to the obvious advantages, it is advisable to pay particular attention to the system of theoretical and methodological support of the educational process, starting from the author’s textbooks and finishing with modern information technologies. Forming the communicative competence of a medical professional is impossible without taking into account the value-motivational side of this process. In this regard, the communicative training of the healthcare worker is viewed within an axiological approach. As a consequence, professional values are the central category. Peculiarities of future doctors’ professional values formation as a component of communicative competence are considered. The study, aimed at analysing the development of professional qualities of foreign medical students, was conducted at I. Horbachevsky Ternopil National Medical University in the 2018-2019 academic year.The study was carried out under the guidance of professors A.Vykhrushch and N. Fedchyshyn by lecturers of I Horbachevsky Ternopil National Medical University T. Khvalyboha (EdD), I. Drach (PhD), M. Rudenko (PhD) that teach students-foreigners at the Department of the Ukrainian Language and Department of Foreign Languages.
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Atkin, Simon. "Introducing authentic materials alongside a reading-approach Latin course." Journal of Classics Teaching 21, no. 41 (2020): 4–11. http://dx.doi.org/10.1017/s205863102000001x.
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The Department for Education (DfE) GCSE Subject Content for Ancient Languages embeds the study of literature as a significant requirement in the specifications of any Latin GCSE (DfE, 2018). Specifications are instructed to ‘require students to read a range of ancient literature, including at least one selection of prose and/or verse texts in the original language, adapted and abridged, as appropriate’ (DfE, 2018, p5). Furthermore, students are to be expected to respond to the literary style; show an understanding of the cultural and historical context; and compare and contrast ‘values and social practices from the ancient and modern worlds’ (DfE, 2018, p5). The two exam boards offering GCSE Latin, Oxford Cambridge and RSA (OCR) and Eduqas, take slightly different approaches to fulfilling these requirements. Both have a range of module options to choose from; however, OCR offers fewer choices of author in the original language (OCR, 2015), whereas Eduqas requires either six or ten different authors in its compulsory literature module (Eduqas, 2015).
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Jankowiak, Mirosław. "Sprawozdanie z konferencji Polyslav XVII (Kijów 11–14 września 2013 roku)." Adeptus, no. 3 (April 4, 2014): 110–12. http://dx.doi.org/10.11649/a.2014.008.
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Report of the conference Polyslav XVII (Kiev, 11–14 September 2013)The paper is a conference report. Young Slavists meet each other every year at the Polyslav conference. The previous meeting took place in Kiev and was organized by the Institute of Philology of the Taras Shevchenko National University in Kiev (Department of the Modern Ukrainian Language). Young linguists from 11 countries presented 68 reports associated with Slavic languages. The reports were related to almost all areas of linguistics. Sprawozdanie z konferencji Polyslav XVII (Kijów 11–14 września 2013 roku)Tekst jest sprawozdaniem z konferencji. Młodzi slawiści co roku spotykają się na konferencji Polyslav. Ostatnia z nich została zorganizowana przez Instytut Filologii Państwowego Uniwersytetu Kijowskiego im. Tarasa Szewczenki (Katedra Współczesnego Języka Ukraińskiego) w Kijowie. Młodzi slawiści z 11 krajów zaprezentowali 68 referatów opisujących języki słowiańskie. Referaty dotyczyły prawie wszystkich dziedzin językoznawstwa.
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Ashby, Michael. "In Memoriam: Nan Anthony (1933–2014)." Journal of the International Phonetic Association 44, no. 3 (November 25, 2014): 353. http://dx.doi.org/10.1017/s0025100314000310.
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Annie (‘Nan’) Anthony died on 1 May 2014 after a short illness. Born Annie Rodger in Dysart in 1933, she gained her MA in Modern Languages in 1955 from the University of Edinburgh, and worked on the Linguistic Survey of Scotland 1956–1958. In 1957 she married James (`Tony') Anthony, who had charge of the Edinburgh phonetics lab. While their children Jo and Chris were young, she worked as a part-time lecturer in the Edinburgh Phonetics Department, and the family spent the academic year 1963–64 in the USA, Tony researching in Peter Ladefoged's new laboratory at UCLA. From 1966 Nan was Research Phonetician in the Department of Child Life and Health at Edinburgh, a period of work which led to The Edinburgh Articulation Test (Anthony et al. 1971), a significant clinical assessment tool. In 1971 she moved to Moray House College of Education, where she remained for the rest of her career, becoming Head of the Department of Speech there in 1982.
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Joly, Christèle, and Nathalie Iseli-Chan. "Impact of E-Adoption on Teaching and Learning in the Context of Teaching French." International Journal of E-Adoption 2, no. 3 (July 2010): 26–38. http://dx.doi.org/10.4018/jea.2010070103.
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Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.
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Izquierdo, Marlén, Knut Hofland, and Øystein Reigem. "The ACTRES parallel corpus: an English–Spanish translation corpus." Corpora 3, no. 1 (May 2008): 31–41. http://dx.doi.org/10.3366/e1749503208000051.
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This paper describes the compilation of the ACTRES Parallel Corpus, an English–Spanish translation corpus built at the Department of Modern Languages at the University of León (Spain) by the ACTRES research group. The computerisation of the corpus was carried out in collaboration with Knut Hofland and Øystein Reigem, from the Department of Culture, Language and Information Technology, Aksis, at the UNIFOB/University of Bergen (Norway). The corpus is conceived as a powerful tool for cross-linguistic research in the fields of Contrastive Analysis and Descriptive Translation Studies. It was the need to bridge the gap between these disciplines and to extend applications that encouraged the building of a parallel corpus as a suitable tool to achieve these goals. This paper focusses on the practical aspects of building the corpus. A brief account of the research which prompted this endeavour precedes the description of this process. 4 4 This paper is an account of the building of the ACTRES Parallel Corpus, so no empirical results from research done on the basis of the corpus are reported here. Concerning new insights drawn from the actual use of P-ACTRES in English–Spanish translation and contrastive projects, there is an extended bibliography at: http://actres.unileon.es/
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Guang, Feng. "ON TEACHING A COURSE IN TRANSLATION STUDIES (ON THE EXAMPLE OF THE FOREIGN LANGUAGES DEPARTMENT AT THE HULUNBUIR UNIVERSITY)." Siberian Philological Forum 13, no. 1 (March 30, 2021): 14–23. http://dx.doi.org/10.25146/2587-7844-2021-13-1-67.
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Friendship and cooperation between China and Russia have a long history. In the 21 st century, the impetus to these relations was given by the Chinese Belt and Road Initiative. This program which intensifies cooperation between the two countries in many areas and, in turn, significantly contributes to a great demand for specialists with higher education who are proficient in Russian. Responding to these needs, more and more educational institutions in China are offering specialties related to the study of the Russian language. At the Hulunbuir University, the Russian Language specialty was founded in 1990, while the course in Translation Studies was included in the curriculum in 2015. With sufficient amount of available material for teaching this course, in effect, there are several difficulties which are encountered: – lack of experience in teaching a new course; – need for advanced training and retraining of teachers in Translation Studies; – difficulty in selecting appropriate textbooks; – need to constantly update teaching methods in accordance with modern technology development; – issues experienced by students in practical translation, etc. This article discusses all these difficulties and ways to overcome them.
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Nott, David. "Gordon Doble and Peter Fawcett (eds.), Applied Linguistics and Language Teaching. (Bradford Occasional Papers 13.) Bradford: Department of Modern Languages, University of Bradford, 1994, x + 156 pp." Journal of French Language Studies 6, no. 2 (September 1996): 245–47. http://dx.doi.org/10.1017/s0959269500003173.
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Willoughby, Jay. "Between Salafism and Traditionalism." American Journal of Islam and Society 32, no. 2 (April 1, 2015): 156–59. http://dx.doi.org/10.35632/ajis.v32i2.986.
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On March 12, 2015 Emad Hamdeh, a specialist in modern Muslim reformmovements, Islamic intellectual history, historical pedagogical methods, andIslamic law, discussed “Between Salafism and Traditionalism: The Case ofNasir al-Din Albani and His Detractors” at the IIIT headquarters in Herndon,VA. He currently serves as an adjunct professor of Arabic and Islamic studiesin the Department of Modern Languages and Literature at Montclair StateUniversity, Montclair, NJ. His doctorate (Exeter University, 2014) “TheEmergence of an Iconoclast: Muhammad Nasir al-Din al-Albani and HisCritics” traced the origins of this controversial figure’s anti-madhhabpolemic.Hamdeh began by presenting a brief overview of al-Albani’s life. Hewas born in Albania in 1914 at a time of increasing secularism. When he wasnine years old his father, a traditional Hanafi, moved the family to Syria.While growing up, he studied under his father and with local religious schol-156 The American Journal of Islamic Social Sciences ...
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Looseley, David. "The World Theatre Festival, Nancy, 1963–88: a Critique and a Retrospective." New Theatre Quarterly 6, no. 22 (May 1990): 141–53. http://dx.doi.org/10.1017/s0266464x00004218.
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Unlike Avignon, still active after more than forty years, the once notorious Nancy Festival has slipped unobtrusively into history. David Looseley sets out here to trace this itinerary. After reviewing the festival's origins and its importance for the experimental theatre of the 1960s, he examines what became of it in the bleaker decades which followed, and assesses the meaning of its decline. David Looseley, who teaches in the Department of Modern Languages at the University of Bradford, is currently engaged in research funded by the Leverhulme Trust into the politics of culture in contemporary France. His published work includes a book on the theatre of the twentieth-century French dramatist Armand Salacrou.
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Byrnes, Joseph F. "The Relationship of Religious Practice to Linguistic Culture: Language, Religion, and Education in Alsace and the Roussillon, 1860–1890." Church History 68, no. 3 (September 1999): 598–626. http://dx.doi.org/10.2307/3170040.
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The revolutionary and legislator Bertrand Barrère in his Sur les idiomes étrangers et l'enseignement de la langue française had said, “Federalism and superstition speak Breton; emigration and hatred of the Republic speak German; the counter-revolution speaks Italian, and fanaticism speaks Basque.” For Barrère, regional languages were intertwined with religion (“superstition,” “fanaticism”) and the other antigovernment forces. And he was right, at least in part. Surveys made in the last century indicate that of those regions where a language other than French was spoken (German in Alsace-Lorraine, Flemish in the department of the Nord, Gaelic in Brittany, Basque in the Southwest, and Catalan in the Roussillon), all save the Roussillon had statistically high levels of religious practice. To explore how religious practice has been supported by linguistic culture in modern France, I have chosen the high-practice region of Alsace and the low-practice region of the Roussillon in the last half of the nineteenth century. I want to interpret the dynamics through which Alsace supported religious practice and the Roussillon did not.
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Nieto Moreno de Diezmas, Esther, and Alicia Fernández Barrera. "Main Challenges of EMI at the UCLM: Teachers’ Perceptions on Language Proficiency, Training and Incentives." Revista Alicantina de Estudios Ingleses, no. 34 (January 29, 2021): 39. http://dx.doi.org/10.14198/raei.2021.34.02.
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English-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the stances of lecturers involved in various internationalization programmes in regard to the challenges that EMI inception and implementation entails, such as language and content integration, English proficiency of teachers and students, teachers’ drives, teacher training needs and institutional support, among other issues. To gain a more comprehensive insight into the development of EMI, data were collected by means of semi-structured interviews with three separate groups of lecturers: (i) EMI practitioners, (ii) lecturers interested in EMI and (iii) lecturers from the Department of Modern Languages, experts in second language acquisition (SLA) and bilingual education. The results showed that the implementation of EMI at the University of Castilla-La Mancha (UCLM) is still in its infancy and there are several areas for improvement such as (i) the approval of a multilingual language policy that includes a specific and legally-binding protocol for lecturer recruitment and commitment in the programme, and (ii) the design of a more comprehensive teacher training plan offering accreditation to enter EMI and supporting effective implementation by means of in-service courses.
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Baran, Henryk. "Explorations in the Avantgarde. Review of: Георгий Левинтон. Статьи о поэзии русского авангарда (Slavica Helsingiensia 51). Helsinki: Department of Modern Languages, 2017. 275 pp." Slavica Revalensia 6 (2019): 277–89. http://dx.doi.org/10.22601/sr.2019.06.09.
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Kucheriava, Oksana. "Activation of the students’ creative potential who are majoring in Philology in classes on the Modern Ukrainian language." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 166–72. http://dx.doi.org/10.24195/2617-6688-2020-3-19.
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Creativity occupies one of the central places in the model of modern higher education institution graduate’s key competencies. The article aims to reveal the content of the problem related to the development of the students’ creative thinking who major in Philology; in particular, the paper deals with a number of tasks, it is going to: 1) characterise creativity as a professional competency; 2) highlight students' views on providing a creative atmosphere in the educational process at the Department of Foreign Languages; 3) offer a number of techniques to activate the creative potential of students in modern Ukrainian language classes. The methods like: theoretical (analysis of pedagogical and psychological literature) and empirical (questionnaires and interviews with students of the Philology Faculty) were used. The Quantitative analysis of the survey’s results conducted among the second and fourth year students majoring in 014 Secondary Education (Ukrainian Language and Literature) at Ushynsky University, showed the urgency of the problem and the need to use constructive approaches to teaching academic disciplines at the Philology Faculty. The author analyses the definitions of the concepts “creativity”, “creative personality” which are primarily distinguished by such features as openness to new ideas, their flexibility and originality, interest in the problem, activity, independence in judgments. Having checked the example of the discipline “Modern Ukrainian language” (the Section “Syntax of a complex sentence), some methods of stimulating students’ creative activity were illustrated: compiling intelligence maps to visualise theoretical material and analysis which present practical tasks; creative or figurative writing based on the use of non-traditional genres (poetic techniques “11 words”, senkan; “five sentences”; fairy tales, essays, sketches, miniatures, associative writing); solving creative problems that require the involvement of different ways of learning (nature, art, linguistic and cultural studies). As a result, the emphasis was put on the importance of providing cognitive motivation and creating appropriate conditions that would encourage students to creative activity and self-expression.
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Boyle, Catherine M. "From Resistance to Revelation: the Contemporary Theatre in Chile." New Theatre Quarterly 4, no. 15 (August 1988): 209–21. http://dx.doi.org/10.1017/s0266464x0000275x.
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Largely as a result of the experimentation and stability of the university theatres founded in the early 'forties, Chilean theatre is among the best-established in Latin America. But how far has its survival since 1973 depended on the regime's sense of the theatre's relative impotence to effect change? Little is known about Chilean theatre in Britain, few plays have been translated, and with rare exceptions those that have found their way here have been limited to ‘solidarity’ audiences. In this article. Catherine M. Boyle, who teaches in the Department of Modern Languages of the University of Strathclyde, considers the various kinds and qualities of theatre that have been produced in Chile since 1973, and draws some conclusions about the nature of freedom of expression and its repression.
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Babich, Tetyana, and Maryna Lipatova. "SOME ASPECTS IN TEACHING SCIENTIFIC LANGUAGE STYLE IN THE COURSE OF UKRAINIAN LANGUAGE AT THE INITIAL STAGE." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 70–73. http://dx.doi.org/10.36550/2415-7988-2021-1-194-70-73.
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The actuality of theme is due to current trends in education. The article deals with problems of professional language formation competence of foreign students. The article considers special features of studying scientific style by the students of the Preparatory faculty, with the actual issues related to the questions of teaching the language of speciality in the course of Ukrainian as a foreign language at the initial stage. The importance of learning the language of speciality at the initial stage in the course of learning Ukrainian as a foreign language is emphasized. The article examines the problems of selection and presentation of language material for foreign students training at the pre-university level of education. The authors define the basic methods of scientific words and semantization of terms, the ways of developing and forming general scientific concepts. Сommunicative skills are the leading tendency in the modern methods of teaching foreign languages. The peculiarities of formation of professional communicative competence of foreign students are regarded in the article. Process of the formation of professional and communicative competence of foreign students in higher technical educational establishments has two stages and is a complicated phenomenon. Formation of communicative competence at the initial stage will intensify the process of formation of professional and communicative competence on the main stage. At the preparatory department of the main goal is the formation of knowledge, skills and abilities in the volume, which provides further successful learning of foreign students in higher educational institutions of Ukraine.
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Novokreshchennykh, Irina A., and Victor V. Novokreshchennykh. "Personal Files and Personal Provenance Fonds of Philologists Studying Foreign Literature in the Archives of the Perm Krai: Continuity and Innovation." Herald of an archivist, no. 3 (2020): 940–49. http://dx.doi.org/10.28995/2073-0101-2020-3-940-949.
Full textAbstract:
The relevance of the study is due to the interest of the humanities in the study of the processes of formation and development of foreign philology as a field of scientific and educational activities in the Perm University, since its foundation in 1916. In the Perm archives we study personal files and personal provenance fonds of philologists and historians affiliated with the Perm State National Research University (PGNIU), whose field of interests is foreign literature and language, as well as other archival documents. Research methods are source study and archival methods, methods of philological analysis. Personal files of the Perm philologists of the first third of the last century A. A. Smirnov, B. A. Krzhevsky, B. L. Bogaevsky, N. P. Obnorsky, A. F. Shamray, E. O. Preobrazhenskaya, who taught language and literature or even history and language (V.V. Weidle, N.P. Ottokar, V.E. Krusman) contain documents related not only to their professional pedagogical activity, but also documents on their scientific interests, everyday and family life, places of residence, reflecting the realities of time and representing the era in Perm. Personal files of the staff of the Department of Foreign Literature (since 1999 – the Department of World Literature and Culture) A. A. Belsky, R. F. Yashenkina, N. S. Leites, E. P. Khanzhina, A. F. Lyubimova, G. S. Rutskoi, who worked there in the 1950s-2010s, have not yet undergone evaluation and remain in the departmental storage. The personal provenance fonds of philologists B. M. Proskurnin and N. S. Bochkareva, containing a large amount of hand- and typewritten documents, can be considered not only as archival sources, but also within the framework of philological discourse as a post-modern text created as a game of different texts that refer to different cultural layers, languages, realities. Documents of the personal fond, reflecting the methods of scientist’s work with literature, play a pedagogical role in the formation of the competencies of a university graduate. Today, archives need to create personal provenance fonds and collections of philologists who worked in the 1950s and later, via interaction with the scientists themselves or their relatives.