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Firmansyah, Eka. "STUDENTS’ PERCEPTION ON THE USE OF AUTHENTIC MATERIALS IN SENIOR HIGH SCHOOL." Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (2015): 116. http://dx.doi.org/10.17509/bs_jpbsp.v15i1.804.
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AbstractThis study aims to find out the senior high school students’ perception on the use of materials (authentic and non-authentic) in the classroom. To select the representative sample, a sampling method was used. This research observes the perceptions of 10 first-grade students of a Senior High School on the use of authentic and non-authentic materials. They were taught using both materials, authentic and non-authentic. After that, to collect the data, they were asked to fill in the questionnaire (Likert Scale) which showed the students’ perception toward both materials, authentic and non-authentic. Then, the data were analyzed based on two different categories proposed by Peacock (1997) which covered: (1) overall class interest and enthusiasm and (2) self-reported interest & enthusiasm. The result of the study indicated that authentic and non-authentic materials had their own benefit. The students indicated that the authentic materials slightly higher than the non-authentic ones.Keywords: EFL Methodology, english subject, materials (authentic and non-authentic). AbstrakPenelitian ini bertujuan untuk menemukan persepsi para siswa terhadap penggunaan materi dalam pelajaran Bahasa Inggris (otentik dan non-otentik). Metode sampel digunakan untuk memilih sampel yang benar-benar mewakili keseluruhan populasi. Penelitian ini berupaya mengobservasi persepsi dari sepuluh siswa/siswi kelas X di sekolah menengah atas terhadap penggunaan materi pelajaran Bahasa Inggris yang berbentuk otentik dan non-otentik. Pada tahap proses pengumpulan data, para siswa/siswi mengisi angket (menggunakan skala Likert) yang menunjukkan persepsi mereka terhadap penggunaan bahan materi pelajaran Bahasa Inggris yang otentik dan non-otentik. Selanjutnya, data yang terkumpul dianalisis berdasarkan dua kategori dari Peacock (1997), yaitu: (1) antusiasme dan minat keseluruhan kelas. (2) antusiasme dan minat diri sendiri. Hasil dari penelitian ini menunjukkan bahwa masing-masing bentuk materi, baik otentik maupun nonotentik memberikan manfaat bagi siswa. Para siswa memberikan persepsi positif lebih tinggi terhadap penggunaan materi otentik dibandingkan dengan non-otentik.Kata-kata kunci: Metodologi pengajaran bahasa Inggris, materi otentik dan non-otentik
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Aisyah, Noor, and Aulia Azmi. "THE EFFECT OF USING AUTHENTIC MATERIALS ON READING COMPREHENSION ACROSS SECONDARY STUDENT’ COGNITIVE LEARNING STYLE." Intensive Journal 6, no. 2 (2023): 17. http://dx.doi.org/10.31602/intensive.v6i2.8616.
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The teaching of reading nowadays is urged to empower students to cope with 21st century literacy challenges and to develop prevailing 21st century. Further, English teachers have to implement interesting and creative materials and strategies to motivate students in learning English. Compared to non-authentic materials, authentic materials seemed more promising to fulfill the demand. The aim of this study was to investigate whether or not the use of authentic materials in the classroom in teaching reading comprehension is effective toward students’ cognitive learning styles. The effect of authentic materials was compared to the non-authentic ones. This study employed a quasi-factorial 2 x 2 design and involved 68 tenth graders SMKN 3 Banjarmasin, South Kalimantan Province. The instruments used were reading comprehension posttest and GEFT. Statistical analysis was performed using SPSS 23.0 to test hypotheses at .05 level of significance. The results showed that authentic materials improved students’ reading comprehension compared to the non-authentic ones. It conforms to the theory of authentic materials and the previous studies indicating authentic material is effective in improving students’ reading comprehension. It was further found that there was no significant difference in the reading comprehension between field independent and field dependent students. Based on the results, it can be concluded that using authentic materials is promising alternative materials to help students increase students’ reading comprehension with different cognitive learning styles.
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Grigoryev, Evgeny, and Liudmyla Rusalkina. "Materials for English learning for the students of medical specialties." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 1 (142) (2023): 54–60. http://dx.doi.org/10.24195/2617-6688-2023-1-7.
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The current stage of development of Ukraine's international relations with other countries requires a revision of the foreign language teaching process in higher school. Special emphasis should be paid to the effectiveness of foreign language learning. The expansion of international contacts highlights the need for training a specialist who can communicate with representatives of other countries not only at the domestic level, but also in professional activities. First of all, this concerns specialists in those professions in which there is intercultural communication (international internships, participation in international conferences). The English learning process of many Ukrainian medical colleges and universities is mainly based on non-authentic materials. Few studies have been conducted to explore the implications of authentic and non-authentic materials in learning English for Specific Purposes (ESP), for medicine in particular. The current study explores students’ perception of these resources in learning medical English. In order to optimize the learning process, a comparative analysis of English language manuals for medical professionals was made. The data were obtained on the basis of a questionnaire filled out by medical students of two universities. The students were required to assess different aspects of both authentic and non-authentic materials. The ultimate goal of the analysis is to determine the educational efficiency of the afore-mentioned textbooks and the students’ motivation for English learning. Analyzing the effectiveness of training future medical specialists for professional communication, the following methods were used: descriptive, statistical and empirical methods: observation, testing, and questionnaires. The findings showed that the participants had positive attitudes toward using authentic resources and that they preferred them to non-authentic ones. Authentic resources provide a beneficial effect on the development of students’ language skills in their professional area. The prospects of further studying in the in-depth analysis of different ways of optimizing English language proficiency.
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Alfonso Vargas, Aleyda Jasmin, and Paola Ximena Romero Molina. "Authentic Materials And Task Design: A Teaching Amalgam." Colombian Applied Linguistics Journal 25, no. 1 (2023): 118–31. http://dx.doi.org/10.14483/22487085.18581.
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The use of authentic materials in foreign language teaching has been a growing practice over the last few decades. With the emergence of technology, these materials are more accessible, particularly in digital formats. Despite being primarily designed for non-pedagogical uses, these materials have become valuable resources for English language learning. However, using them effectively for teaching and learning purposes requires a systematic structure. This article examines the use of authentic materials in relation to various language skills, with a particular focus on listening comprehension framed within a pre-, while-, and post-stage cycle at both local and international levels, with the latter referring to the Colombian context. A review of scholarship shows that the use of authentic materials is a seemingly frequent practice among teacher-researchers, but not among a larger audience of practitioners. Additionally, studies do not provide guidance on how to prepare practitioners to design appropriate activities that complement authentic materials. Therefore, after examining studies and based on our teaching-research experience, we aim to contribute to the implementation of a pedagogical strategy that combines the systematic use of authentic materials with listening comprehension and a task design that provides a balance of challenge and support.
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DEGTIAROVA, K., L. KIBENKO, V. ZHYVOLUP, and A. KARAS. "PECULIARITIES OF INTEGRATING AUTHENTIC MATERIALS INTO THE PROCESS OF TEACHING A FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (2023): 336–47. http://dx.doi.org/10.31494/2412-9208-2023-1-2-336-347.
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The article examines and analyses the methodological literature on the aspect of using authentic materials in foreign language classes at a non-native language higher education institution. A brief overview and characteristics of the main types of authentic materials are given; the importance of their use in teaching a foreign language in a non-language institution of higher education is substantiated on the example of the discipline «English for professional purposes» taught in the first year of the Faculty of Veterinary Medicine of the State Biotechnological University of Kharkiv. Particular attention is paid to the analysis of methodological work with audio/video material, which is traditionally carried out in three stages: preparatory, while reading/watching or demonstrative (direct work with video/audio material) and after reading/watching or post-demonstrative. As an example, the authors present their own development of a lesson based on authentic video with the use of a large number of exercises to activate the main types of speech activity: listening, reading, speaking and writing. It has been proven that authentic materials are an important component not only in learning but also in teaching a foreign language at all levels, as they arouse great interest and motivation in students, which is a significant contribution to achieving the learning objectives of the programme. However, when developing teaching materials based on authentic texts/videos, teachers should focus on the general level of language proficiency among students. The results of this study prove that the integration of authentic materials into the EFL classroom has a positive impact on the development of EFL students' speaking skills. Authentic audio/video materials have great potential for solving learning and educational tasks, but only if the teacher organises the lesson properly. Being highly informative, authenticity creates an atmosphere of real language communication, and therefore can ensure students' successful perception of a foreign language and increase their motivation to learn the language. Keywords: authentic materials, speaking skills, English for professional purposes, audio/video material, and language communication.
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Gill, Deborah, and Diane Lucas. "Using Alternative Assessments In Business And Foreign Language Classes." Journal of International Education Research (JIER) 9, no. 4 (2013): 359–70. http://dx.doi.org/10.19030/jier.v9i4.8088.
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The present study will be divided in three parts: (1) a discussion of authentic alternative assessments vs. traditional assessments in language and business classes; (2) an explanation on how to create authentic alternative assessments using technology-based and non-technology-based materials; and (3) tools to evaluate these authentic assessments. We will discuss alternative assessments which have been used in a number of different business and foreign language classes, student reactions to these assessments, and our observations as to the impact and results these assessments have had on student learning.
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Marić, Slađana. "Digitally transformed lifelong multilingual language learning: affective processes underlying the development of multilingual competence." Educational Role of Language Journal 2023-1, no. 9 (2023): 119–33. http://dx.doi.org/10.36534/erlj.2023.01.10.
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This paper reflects on the issues of informal and non-institutional practices of language learning in digital environments. In this qualitative and longitudinal case study, authentic language materials were used by two adult learners for their development of Italian language skills and multilingual competencies through Personal Multilingual Dictionary Design (Italian/English/Greek/Serbian). The authentic materials included three editions (500 episodes) of the most famous show “É sempre mezzogiorno” (“It is Always Noon”) by the Italian public television service “Rai” (2020/2023). The choice of the video materials, as learning materials, was based on the interests and personal preferences of the learners, highly interested, involved and committed to language learning and the development of multilingual literacy. Affective processes underlying the development of multilingual competence through collaborative learning tasks are examined and discussed. In conclusion, several areas of multimodal literacies are highlighted, with potential guidance in envisioning future research processes. / Keywords: authentic video content, informal foreign language learning, Italian language, multilingual competence
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Boulahnane, Saad, and Viktoriia S. Abramova. "Exploring the Potential of online English Websites In Teaching English To Non-Linguistic Major Students: BreakingNewsEnglish As Example." Register Journal 12, no. 1 (2019): 1. http://dx.doi.org/10.18326/rgt.v12i1.1-12.
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The Internet has captured the attention of teachers and language instructors from all over the world due to its online teaching materials. The Internet-based material has allowed distance-learning projects. This article explores the potential role of EFL websites as a supplement in classroom instruction. As an example, an English-language based news website, www.breakingnewsenglish.com, has been designed to teach English to non-linguistic major students. The authors of this article offer methodological recommendations on using Internet-based materials, describe stages of work with authentic texts, and note linguistic and communicative skills developed in the course of work. The recommendations have been formed based on teachers and students’ descriptions of the materials provided by the website in question. This descriptive article will hopefully contribute to the literature on online teaching and learning materials, particularly in the field of EFL.Keywords: foreign languages, online educational resource, news website, communicative skills
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Loeb, Diane Frome, and Kathy Redbird. "Fostering the Literacy of indigenous Elementary School-Age Children." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 15, no. 1 (2008): 5–11. http://dx.doi.org/10.1044/cds15.1.5.
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Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.
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Isna, Nuzulul, and Inong Permata Sari. "THE TYPES OF REQUEST EXPRESSIONS USED IN NOVEL “HARRY POTTER AND THE CHAMBER OF SECRETS”: Their Appropriateness to ESL/EFL Teaching for Junior High School Students in Indonesia." Englisia Journal 4, no. 2 (2017): 99. http://dx.doi.org/10.22373/ej.v4i2.1314.
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Novels can be authentic sources for learning ESL/EFL, especially in non-English speaking countries. They may present reliable learning references in the absence of native speakers. This article aims to identify the types of request expressions originated in novel “Harry Potter and the Chamber of Secrets” as well as their appropriateness for teaching ESL/EFL in aligment to current applied curriculum (2006 curriculum) in junior high school level in Indonesia. This research employed a qualitative research which was based on content analysis methodology. The data analysis revealed the types of request expressions (Tsui, 1989) generated out of 110 items uttered by the characters in the novel. 65.5% of the finding matched the nine request expressions learning materials embedded in the 2006 curriculum. Indeed, this finding may significantly contribute to the addition of authentic English learning source, especially in teaching speaking skill.
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Putera, Lalu Jaswadi, Mahyuni Mahyuni, Nur Ahmadi, Ahmad Zamzam, and Dewi Satria Elmiana. "Pelatihan Penyusunan Bahan Ajar Berbasis Linguistic Landscape Memanfaatkan Media Literasi Digital bagi Guru-Guru Madrasah di Lombok Barat." Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora 3, no. 2 (2023): 36–58. http://dx.doi.org/10.29303/darmadiksani.v3i2.3400.
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ABSTRAK
 Kegiatan Pengabdian Kepada Masyarakat (Abdimas) ini merupakan seri lanjutan dari kegiatan Abdimas sebelumnya pada 2021 dan 2022 yang lalu (Putera et al., 2021; Putera et al., 2022). Sedikit berbeda namun berkaitan dengan tema tahun sebelumnya, kegiatan Abdimas tahun ini mengangkat tema penyusnan bahan ajar Bahasa Inggris otentik berbasis Linguistic Landscape yang mengintegarsikan media digital/online dalam rancangan tugas siswa. Sebagai sebuah pendekatan baru dalam studi kemultibahasaan dan pembelajaran bahasa Inggris, LL mendorong untuk lebih banyak menggunakan materi-materi, dan tema-tema pembelajaran otentik yang ada di sekeliling siswa baik yang berasal dari sumber non-digital maupun digital. Penggunaan materi dan tema-tema otentik akan menghasilkan pembelajaran yang kontekstual, relevan dengan situasi dan kondisi siswa, dan lebih bermakna sebab siswa memahami isu-isu otentik yang ada di sekitarnya (seperti masalah sampah, bahaya merokok, dll) lebih dibandingkan dengan isu-isu non-otentik yang tidak pernah/belum pernah mereka lihat dan alami selama hidupnya. Berlimpahnya bahan-bahan digital (digital landscape) bisa dimanfaatkan menjadi bahan ajar pembelajaran bahasa Inggris yang efektif, murah, dan mudah didapat. Pelatihan ini diharapkan akan dapat mengatasi beberapa permasalahan yang dihadapi guru-guru madrasah seperti kurangnya kreatifitas dalam menyusun bahan ajar otentik berbasis LL yang terintegrasi dengan media digital, dan kurangnya kreatifitas guru dalam menyusun bahan ajar berbasis LL mengintegrasikan literasi digital, dan kurangnya literasi digital siswa yang ada di madrasah di Lombok Barat disebabkan oleh minimnya bentuk penugasan/projek yang memanfaatkan media digital untuk meningkatkan kemampuan berbahasa siswa dan efektifitas pembelajaran bahasa Inggris. Berkesesuaian dengan persoalan di atas, kegiatan pelatihan penyusunan bahan ajar berbasis LL mengintegrasikan literasi digital/online dalam rancangan tugas/projek siswa menjadi amat penting mengingat pembelajaran abad 21 dan kurikulum Merdeka Belajar saat ini mewajibkan para guru dan siswa untuk cakap (literate) dalam menggunakan teknologi digital, sadar/melek (aware), dan update dengan permasalahan yang terjadi di lingkungannya sehingga mereka tidak hanya cakap dalam menggunakan bahasa (asing) namun juga dapat memberikan solusi bagi perbaikan masyarakat dan lingkungannya. Kegiatan Abdimas ini dilaksanakan di MTs Raudlatusshibyan NW Belencong Kec. Gunung Sari Kab. Lombok Barat dengan khalayak sasaran guru-guru Bahasa Inggris madrasah. Hasil kegiatan pengabdian ini menunjukkan tingkat keberhasilan yang tinggi yang terlihat dari hasil kuesioner yang berisi pertanyaan tentang pemahaman terhadap materi, cara penyampaian materi, dan kesulitan yang dihadapi dalam mengintegrasikan LL dengan media literasi digital yang sesuai.
 
 ABSTRACT
 This Community Service Program is a continuation of the previous program held in 2021 and 2022 (Putera et al., 2021; Putera et al., 2022). Slightly different but related to the previous ones, this year's theme focused on creating the draft of authentic English teaching materials based on Linguistic Landscape that integrates digital/online media both in the learning activities and assignments. As a new approach in multilingualism and English language learning, Linguistic Landscape encourages the use of authentic materials and learning themes that are present in students' surroundings, whether from non-digital or digital sources. The use of authentic materials and themes results in contextual, relevant learning experiences for students, as they understand authentic issues in their environment (such as waste problems, smoking hazards, etc.) more than non-authentic issues they may have never seen or experienced in their lives. The abundance of digital resources (digital landscape) can be leveraged to create effective, affordable, and easily accessible English language teaching materials. It is expected that this program addressed several challenges faced by madrasah teachers, such as a lack of creativity in developing authentic LL-based teaching materials integrated with digital media, a lack of creativity in developing LL-based teaching materials that integrate digital literacy, and a lack of digital literacy among madrasah students in West Lombok due to the scarcity of assignments/projects that utilize digital media to enhance students' language skills and the effectiveness of English language learning. In line with the aforementioned issues, the training activity for developing LL-based teaching materials integrating digital/online literacy into student assignments/projects becomes crucial, considering that 21st-century learning and the current independent learning or Merdeka Belajar curriculum require teachers and students to be proficient in using digital technology, aware of current issues in their environment, and updated so that they are not only proficient in using a foreign language but also capable of providing solutions for the improvement of society and their environment. This program was conducted at MTs Raudlatusshibyan NW Belencong, Gunung Sari Subdistrict, West Lombok Regency, with the target audience being madrasah teachers that teach English subject at schools. The results of this program show a high level of success, as seen from the questionnaire results regarding understanding of the material, delivery of the material, and challenges in integrating Linguistic Landscape with suitable digital literacy media.
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Shmachilina-Tsibenko, Svetlana, Oksana Morozova, Elena Ozhogova, Oksana Yakubenko, and Svetlana Vorobyova. "Evaluation of students' educational results in the process of psychological and pedagogical training." E3S Web of Conferences 381 (2023): 01091. http://dx.doi.org/10.1051/e3sconf/202338101091.
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The article is devoted to the procedural analysis of the evaluation of the educational results of students in the process of psychological and pedagogical training of personnel. An analysis of the problems of this process, its advantages and disadvantages is carried out. The significance and effectiveness of the use of authentic types of student assessment, the possibilities of their use in Russian universities and higher educational institutions of the Republic of Kazakhstan of a non-pedagogical orientation are revealed. The experience of using authentic types of assessment in foreign countries is analyzed, their difference from the practice of assessment in domestic practice is emphasized. The experience of conducting pilot projects in a number of universities in Russia and the Republic of Kazakhstan is presented and analyzed. Attention is focused on such integrative types of authentic assessment as testing, practice-oriented tasks, focused and direct paraphrasing, analytical reports, compiling a reference collage scheme based on lecture materials, and characterizing the Chest of Regalia methodology. On the basis of the monitoring study, the problem of the competence of teachers and the importance of their training in the aspect of evaluating the educational results of students are analyzed.
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Kulakhmetova, M. S., and E. A. Nedostup. "ON THE ISSUE OF THE DEVELOPMENT OF LINGUOCULTURAL COMPETENCE." Bulletin of Shokan Ualikhanov Kokshetau University. Philological Series 2023, no. 4 (2023): 169–79. http://dx.doi.org/10.59102/kufil/2023/iss4pp169-179.
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This article presents a theoretical model of the formation of linguocultural competence by applying a linguocultural approach in foreign language classes, which was developed as part of the master's thesis “Linguocultological aspects of foreign language teaching based on media materials”. The article presents the history of the emergence of linguoculturology as a science, as well as the relationship of this science with “linguistic anthropology”, “anthropological linguistics”,“sociolinguistics” and “ethnolinguistics”. Aspects of the application of the linguocultural approach in the context of the formation of linguocultural competence are considered. Also, the advantages of using electronic authentic media resources for the purpose of forming this competence are indicated due to their fullness with certain markers - linguoculturemes, which are represented in the form of linguistic phenomena. It is noted that within the framework of the educational process, electronic media texts can be used to form reading skills in foreign language lessons. As an example of the application of a linguoculturological approach using linguoculturemes taken from electronic media texts, the practical training section offers an excerpt of an English lesson for students of non-linguistic specialties of the 1st year of the university based on the materials of the article “Meet the people who took an evening class ... and changed their life” from the online newspaper The Guardian. Key words: linguoculturology, linguocultural approach, linguocultural competence, authentic materials, electronic media resources, The Guardian.
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Bonsignori, Veronica, and Gloria Cappelli. "Developing strategies for conceptual accessibility through multimodal literacy in the English for tourism classroom." Multimodal Communication 11, no. 1 (2021): 31–47. http://dx.doi.org/10.1515/mc-2020-0026.
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Abstract Teaching English for Tourism at university involves both developing specialized language skills and forming knowledgeable professionals capable of appropriate intercultural communication. The distinctive feature of most instances of tourism discourse is the fact that it draws from a range of specialized domains. It mediates the tourist experience and contributes to closing the gap between the home- and the destination’s culture by making culture-specific knowledge and specialized concepts accessible to non-specialists. The article discusses the instructional effects of authentic multimodal materials within task-based project-work carried out with learners at the University of Pisa. The focus is specifically on the communicative strategies used to make specialized terminology or concepts easily understandable for the hearer. This study reports on a multimodal analysis of two sets of videoclips created by the students before and after dedicated instruction based on authentic English L1 clips from documentaries, “docu-tours” and guided tours. It discusses the positive changes observed in the learners’ use of popularization strategies to create conceptual accessibility.
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Sarkar, Tanmay, Molla Salauddin, Kohima Kirtonia, et al. "A Review on the Commonly Used Methods for Analysis of Physical Properties of Food Materials." Applied Sciences 12, no. 4 (2022): 2004. http://dx.doi.org/10.3390/app12042004.
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The chemical composition of any food material can be analyzed well by employing various analytical techniques. The physical properties of food are no less important than chemical composition as results obtained from authentic measurement data are able to provide detailed information about the food. Several techniques have been used for years for this purpose but most of them are destructive in nature. The aim of this present study is to identify the emerging techniques that have been used by different researchers for the analysis of the physical characteristics of food. It is highly recommended to practice novel methods as these are non-destructive, extremely sophisticated, and provide results closer to true quantitative values. The physical properties are classified into different groups based on their characteristics. The concise view of conventional techniques mostly used to analyze food material are documented in this work.
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Kulaeva, Galina Mikhailovna, and Maria Igorevna Zhuleva. "The development of skills for processing different types of information among schoolchildren at humanities lessons." Samara Journal of Science 12, no. 1 (2023): 262–65. http://dx.doi.org/10.55355/snv2023121305.
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The practice of teaching humanities courses includes working with information as a meta-subject result of training. The purpose of the study is to find methodological ways to develop students information skills at humanities lessons. The subject of the study is methods and techniques for the development of skills for processing different types of information verbal (textual), non-verbal (visual-graphic). The paper presents an analysis of the level of students information skills development based on the material of the control and measurement materials of the unified state exam at humanities lessons (Russian, foreign language, literature, history, social studies). Based on the analysis, the authors have developed tasks designed to develop students ability to determine the properties of information based on its properties: reliability (reliable/unreliable), sufficiency (excessive/insufficient), significance (primary or secondary). Using the example of the course Russian language, tasks based on authentic verbal material, which is used in school teaching practice, are proposed. Authentic texts, a discussion in chat rooms, correspondence in messengers, a ticket to a performance and student essays are offered. The tasks reflect questions to determine the reliability, sufficiency of information, which can be similarly posed when analyzing verbal and nonverbal information in other humanities.
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Sultana, Sabina. "Corpus-Driven Approaches for Advancing L2 Grammar: An Empirical Investigation." Journal of Language and Culture in Education 1, no. 2 (2024): 050–58. https://doi.org/10.5281/zenodo.14284069.
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Second language (L2) acquisition remains a complex and multifaceted process. Learners grapple with various linguistic aspects, including vocabulary, syntax, and pragmatics. Traditional language teaching methods often rely on textbooks, exercises, and classroom instruction. However, in recent years, corpus linguistics has emerged as a powerful tool for understanding language patterns and informing pedagogy. Corpus-based approaches allow researchers and educators to explore authentic language use, uncover hidden structures, and tailor instructional materials to learners’ needs. Despite the potential benefits of corpus-driven approaches, questions persist regarding their practical effectiveness in enhancing L2 learners’ grammatical competence. This study explores the effectiveness of corpus-based, data-driven learning approaches in enhancing second language (L2) grammar acquisition for non-native learners. Unlike traditional grammar instruction, corpus-driven methods use authentic language data from corpora to guide learners in uncovering patterns and rules of language use. Through a mixed-methods approach, this investigation draws on both quantitative and qualitative data to examine the impact of corpus-driven activities on L2 learners’ grammatical accuracy and awareness. A group of intermediatelevel English learners participated in a series of targeted grammar tasks based on authentic corpus data. Pre- and post-tests were conducted to measure improvements in grammatical performance, while learner reflections and interviews provided insight into their experiences with the approach. The results indicate a significant improvement in grammatical accuracy and a deeper understanding of language structure, supporting the efficacy of corpus-driven learning for L2 grammar.These findings contribute to ongoing discussions about the role of data-driven learning in second language pedagogy, highlighting the potential of corpus tools as a dynamic resource for L2 instruction.
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Yundayani, Audi, and Lidwina Sri Ardiasih. "Task-based material design for academic purposes: Learners' English writing skill improvement." Studies in English Language and Education 8, no. 1 (2021): 258–75. http://dx.doi.org/10.24815/siele.v8i1.18169.
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English Writing for Academic Purposes (EWAP) seems daunting for higher education students in the Indonesian context. Genuinely, the ability of EWAP is one of the study skills required in the academic field. Preliminary research has shown that EWAP materials have not been identified based on students’ needs. This study focuses on the students’ need analysis of the EWAP materials, including confirming the quality of the task-based material design that enhances the students’ skills of the EWAP. The study used the educational research and development method, involving non-English learners from a private college in Indonesia. Researchers used the test, the semi-structured interview, and the questionnaire as instruments. The observation was also carried out to describe implementing the task-based material design of the EWAP. The results indicate that students need task-based material as an authentic EWAP material that focuses on learning to communicate through interaction. It also gives them the ability to focus not just on the use of languages but also on the learning process itself. The task-based EWAP materials have a significant influence on the development of students’ writing skills. As a result, this approach is well suited to foster a learning desire to write in a context-approximately as a means of expressing their intentions. Besides, the study’s findings show that students were very enthusiastic about engaging in the learning process.
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Shen, Huizhong, Yifeng Yuan, and Robyn Ewing. "English learning websites and digital resources from the perspective of Chinese university EFL practitioners." ReCALL 27, no. 2 (2014): 156–76. http://dx.doi.org/10.1017/s0958344014000263.
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AbstractEnglish language learning (ELL) websites and digital resources have been recognized as an important source of linguistic and cultural knowledge for English as a foreign language (EFL) learners to explore. The up-to-date information carried by authentic materials is invaluable for learners to develop an understanding of the target language/culture. However, there appears to be a gap between what the designer intends and what the user wants. This paper investigates Chinese university EFL teachers’ perceptions of online English language websites and resources. The study focuses on a number of components of major language areas and skills in ELL websites, website materials, language users’ preferences, and website usability. A total of 1519 English academics from 139 universities across China completed the online survey, and 164 of them voluntarily participated in focus group interviews anonymously.The empirical evidence of this study has highlighted that a pedagogically-oriented ELL website, targeting audiences with a variety of language proficiencies, was much liked by the Chinese EFL teachers. A preference was observed to see more current authentic language, examination-oriented English learning materials and tasks, and Eastern/non-Anglophone topics in the websites. In addition, it is found that website usability is another key factor that would impact ELL website popularity. A well-designed ELL website can effectively assist Chinese EFL learners to enhance their language competence and achieve optimal learning outcomes. This study provides a context-specific empirical base for innovative web-based EFL learning and teaching as well as website design and materials development in China. The proposed key features of a preferred ELL website may help better inform website designers, content writers and evaluators in their ELL website design/evaluation.
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Akstaller, Bernhard, Stephan Schreiner, Lisa Dietrich, et al. "X-ray Dark-Field Imaging for Improved Contrast in Historical Handwritten Literature." Journal of Imaging 8, no. 9 (2022): 226. http://dx.doi.org/10.3390/jimaging8090226.
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If ancient documents are too fragile to be opened, X-ray imaging can be used to recover the content non-destructively. As an extension to conventional attenuation imaging, dark-field imaging provides access to microscopic structural object information, which can be especially advantageous for materials with weak attenuation contrast, such as certain metal-free inks in paper. With cotton paper and different self-made inks based on authentic recipes, we produced test samples for attenuation and dark-field imaging at a metal-jet X-ray source. The resulting images show letters written in metal-free ink that were recovered via grating-based dark-field imaging. Without the need for synchrotron-like beam quality, these results set the ground for a mobile dark-field imaging setup that could be brought to a library for document scanning, avoiding long transport routes for valuable historic documents.
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Vekyana Sagita, Vica, and Wening Patmi Rahayu. "Developing Performance Assessment-Based Authentic Assessment of Business Plan Subject." Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB) 7, no. 1 (2019): 31–46. http://dx.doi.org/10.21009/jpeb.007.1.4.
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The purpose of this research and development was to produce a product in the form of an authentic assessment instrument on cognitive and psychomotor aspects based on performance assessment in productive learning of business plan subject that was valid and feasible to be implemented in Vocational High School or SMK. The model of the research adopted Borg & Gall's Research and Development (R&D) model. The model used six-stages model of ten stages which were performed, namely: (1) potential and problems; (2) data collection; (3) development of product drafts; (4) limited trials; (5) revision of the trial results; and (6) final products. In producing a research product, it was necessary to perform the content validation and limited trial tests. The validation test was carried out by 3 lecturers and 1 Business Plan teacher who met the criteria as a validator. Exercises in Students’ Worksheets (LKS) were analyzed with the level of difficulty and the discrimination power level. The results of the study were the instrument products in the form of Student Worksheets (LKS) on cognitive and psychomotor assessment based on performance assessment for the business plan subjects were considered valid and feasible, in form of test and non-test questions, performance assessment sheets which were used to assess student performance when practicing business plan learning materials. Meanwhile, the quality of the questions used have also met the level of difficulty and the discrimination power level.
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Давлетукаева, А. Ш., та Л. Ю. Исраилова. "Развитие иноязычной коммуникативной компетенции студентов через использование аутентичных материалов". Management of Education 14, № 4-1(80) (2024): 242–51. https://doi.org/10.25726/f9270-9662-4773-k.
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Целью данного исследования является изучение влияния использования аутентичных материалов на развитие иноязычной коммуникативной компетенции студентов в контексте управления образованием. Актуальность темы обусловлена необходимостью поиска эффективных методов и подходов к обучению иностранным языкам в условиях глобализации и интернационализации высшего образования. Исследование базируется на теоретических положениях коммуникативного и компетентностного подходов, а также на концепции аутентичности в обучении иностранным языкам. Материалы и методы исследования включают анализ научной литературы по проблеме, педагогическое наблюдение, опрос студентов и преподавателей, тестирование уровня сформированности иноязычной коммуникативной компетенции, а также педагогический эксперимент. В эксперименте приняли участие 80 студентов 1-2 курсов неязыковых специальностей, разделенных на экспериментальную (ЭГ, n=60) и контрольную (КГ, n=60) группы. В ЭГ обучение проводилось с использованием комплекса аутентичных материалов (тексты, аудио, видео, инфографика и др.), отобранных с учетом уровня языковой подготовки, профессиональных интересов и потребностей студентов. В КГ применялись традиционные учебные материалы. Эксперимент длился один учебный год. Результаты исследования показали, что систематическое и методически обоснованное использование аутентичных материалов способствует значительному повышению уровня сформированности всех компонентов иноязычной коммуникативной компетенции студентов ЭГ. Средний прирост показателей в ЭГ составил: лингвистическая компетенция – 23%, дискурсивная – 19%, социолингвистическая – 17%, социокультурная – 25%, стратегическая – 21% (р<0,01). В КГ динамика была менее выраженной: прирост по аналогичным компетенциям варьировался в пределах 5-9%. Качественный анализ результатов опроса и наблюдений показал, что студенты ЭГ демонстрируют более высокий уровень мотивации, вовлеченности в учебный процесс и удовлетворенности результатами обучения. Преподаватели отмечают целесообразность и эффективность интеграции аутентичных материалов в практику преподавания иностранного языка. Таким образом, результаты исследования обосновывают необходимость модернизации языкового образования в вузе на основе более широкого использования аутентичных материалов, что требует соответствующей подготовки преподавателей, разработки учебно-методического обеспечения и организационно-управленческих решений на уровне образовательной организации и системы высшего образования в целом. The purpose of this study is to study the impact of the use of authentic materials on the development of students' foreign language communicative competence in the context of education management. The relevance of the topic is due to the need to find effective methods and approaches to teaching foreign languages in the context of globalization and internationalization of higher education. The research is based on the theoretical provisions of the communicative and competence approaches, as well as on the concept of authenticity in teaching foreign languages. Research materials and methods include the analysis of scientific literature on the problem, pedagogical observation, a survey of students and teachers, testing the level of formation of foreign language communicative competence, as well as a pedagogical experiment. 80 students of 1-2 courses of non- linguistic specialties took part in the experiment, divided into experimental (EG, n= 60) and control (KG, n= 60) groups. At the EG, the training was conducted using a set of authentic materials (texts, audio, video, infographics, etc.), selected taking into account the level of language training, professional interests and needs of students. The KG used traditional educational materials. The experiment lasted one academic year. The results of the study showed that the systematic and methodically justified use of authentic materials contributes to a significant increase in the level of formation of all components of the foreign language communicative competence of students of the EG. The average increase in indicators in EG was: linguistic competence – 23%, discursive – 19%, sociolinguistic – 17%, sociocultural – 25%, strategic – 21% (p<0.01). In KG, the dynamics was less pronounced: the increase in similar competencies varied within 5-9%. A qualitative analysis of the survey results and observations showed that EG students demonstrate a higher level of motivation, involvement in the learning process and satisfaction with learning outcomes. Teachers note the expediency and effectiveness of integrating authentic materials into the practice of teaching a foreign language. Thus, the results of the study substantiate the need to modernize language education at the university based on the wider use of authentic materials, which requires appropriate training of teachers, the development of educational and methodological support and organizational and managerial decisions at the level of an educational organization and the higher education system as a whole.
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Guseynova, Innara, and Alexey Gorozhanov. "Ideology as a Factor of Translation: Traditions in Innovation." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (July 2023): 67–76. http://dx.doi.org/10.15688/jvolsu2.2023.3.6.
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The paper focuses on rendering the ideological component in translation, which engenders significant difficulty for a modern translator. Taking political and gender aspects into consideration, the authors aim to emphasize the importance of correct ideological translation, which is understood as creation of authentic texts in one language based on the original texts in the other language. The material of the study is comprised of authentic German-language media publications posted on the Internet in 2022–2023 and devoted to the topics of "special military operation" and "gender". As a result, it was revealed that in most texts about the special military operation, the translation of the ideological component is carried out not through decoding, but by means of reformulating the information, which leads to its distortion. In feminist discourse, the blurring of gender identity as an element of ideology contributes to the emergence of non-equivalent lexical units, the use of which does not always correspond to the rules adopted in institutional communication in a particular linguistic culture. To implement effective communication, the authors recommend to focus on the ethical principles of interaction. It is concluded that the multiplication of incorrect ideological translation becomes a new challenge for the professional community. In order to respond to it, the translator is to have profound knowledge in the field of culture, history, linguistics and regional studies, which determines the degree of accuracy in information interpretation that occurs while working with any foreign cultural text.
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Kim, Misun, and Hyun Jeong You. "Developing Tasks for Real-Life Kiosk Transactions for Elementary Korean Learners." Korean Language in America 27, no. 1 (2023): 99–124. http://dx.doi.org/10.5325/korelangamer.27.1.0099.
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ABSTRACT This study proposes a task-based teaching approach to assist Korean language learners in effectively navigating kiosk interactions. With the growing expansion of non-face-to-face transactions, particularly driven by development in the service industry and the COVID-19 pandemic, there has been a remarkable surge in kiosk installations worldwide. This study analyzed the language commonly used in kiosk settings and introducing tailored teaching methods and materials for beginner and intermediate Korean learners. The study comprises two main parts: data analysis and the proposal of teaching content. The data analysis section examines how the task of “ordering” is presented in Korean language textbooks and refines corpus data sourced by the National Institute of Korean Language (2022). Specifically, the study analyzes kiosk language, identifying lexical morphemes (nouns, verbs, and adjectives), significant collocations, verb endings, and dependent nouns based on frequency. In the teaching content section, the study presents educational materials grounded in task-based teaching to facilitate direct engagement with kiosks for practicing ordering food and beverages in authentic scenarios. The significance of this study lies in its exploration of pervasive kiosk-related issues in Korea, providing learners with practical language skills essential for navigating modern society.
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Arifani, Yudhi. "Optimizing EFL Learners’ Sensitizing Reading Skill: Development of Local Content-Based Textbook." English Language Teaching 9, no. 5 (2016): 1. http://dx.doi.org/10.5539/elt.v9n5p1.
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<p>The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners’ needs for the first semester students of English department at university level, who rarely or even never have a direct contact with native speakers, with meaningful and contextual reading textbook in an EFL setting is worth contributing. This study utilizes research and development paradigm within four stages, namely planning, development, try-out, and textbook revision. The textbook development resulted fifteen chapters containing fifteen local reading passages from various famous local tourism objects, famous public figures, cultures, traditional cuisines, and music. Each chapter encompasses eight exercises generated from the reading text itself with approximately from 400 to 600 words. Those exercises cover picture reading preview and identification, lexical sets, collocation and formation, literal, interpretive, and critical comprehension, and networking activity through interview and writing activity beyond the text. The average result of textbook validation from reading experts, English practitioners, and learners revealed the average score was 3.76 within the interval 1 to 4 and it was sorted out into ‘good’ category. Further, revisions toward grammatical error, diction, instruction clarity and picture lay out were also addressed and refined. As the textbook effectiveness toward the improvement of learners’ reading comprehension is not measured yet, so an experimental study is welcome for further research to address the issue of textbook effectiveness.</p>
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Jabri, Umiyati, and Ita Sarmita Samad. "The Implementation of Communicative Language Teaching (CLT) in Teaching English." MAJESTY JOURNAL 3, no. 1 (2021): 1–7. http://dx.doi.org/10.33487/majesty.v3i1.1186.
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This research was aimed at finding out the way of the teacher in implementing of Communicative Language Teaching (CLT) in teaching English at class of SMPN 1 Enrekang, exploring the media, problems, and types of CLT activities that students prefer. The population of this research was the teachers and the students of SMPN 1 Enrekang. The sample was three teachers and two classes. In this research, the data were obtained through three kinds of instruments namely, observation checklist, interview, and questionnaire. The result showed the ways of teacher in implementing of CLT were the teachers used principles of CLT methodology stated by Richards (2006:13). Moreover, the researcher found two other ways. Firstly, the teacher always tried to use creative ways/activities in applying Richards’s principles of CLT methodology in order not only to motivate and interest but also to decrease the boredom of students in learning English. Secondly, the teacher showed her sympathy, sensitivity, and understanding to their students’ needs and problems. Generally the problems encountered by the teachers were the students rarely communicated with others using English in daily life so they are lack of English proficiency. The media used by teacher were authentic materials, non-authentic material, listening exercises, internet, and computer based program. The result of questionnaire calculation is about 49.71. This result is in like categories as stated in Liker scale. Based on the data, the top rank of CLT activities that students prefer was task completion activities (100% of students).
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Martos Ramos, José Javier. "La producción oral en L2 a través de prácticas reflexivas en escenario autónomo." Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, no. 22 (December 26, 2024): 215–37. https://doi.org/10.17345/rile21.3805.
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Oral production competence is a complex challenge in second language acquisition. Its teaching is often associated with non-authentic materials and the ephemeral and emergent nature of spoken language reveals disappointing learning outcomes at all levels and in all contexts. This research promotes their learning through reflective practice in an autonomous environment such as Tandem (Spanish-German). The five pairs participating in this activity were composed of a Spanish and German speaker each. All participants evidenced a B1 level of German and a B2 level of Spanish in the L2. The discursive typology “interview” and a proposal based on four steps are being presented as a tool for learners to promote, first, a deeper and more conscious knowledge and strategies of interactional and pragmatic phenomena in conversation and, second, a better approach to how these phenomena take place in the L2.
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Morganna, Ruly. "Indonesian EFL Teacher�s Ideologies of Lingua Culture." ENGLISH FRANCA : Academic Journal of English Language and Education 3, no. 01 (2019): 15. http://dx.doi.org/10.29240/ef.v3i01.630.
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This study aimed at investigating the interpretation of lingua-culture and its depiction in EFL learning based on Indonesian EFL teachers ideologies. This study used an instrumental case study that purposefully engaged ten Indonesian EFL teachers as the participants. A semi-structured interview was assigned to garner the expected data. This study revealed that eight teachers, ones holding an essentialist ideology, interpreted lingua-culture as one language with one culture and depicted it into several characteristics including becoming native-like English users as the goal, using natively authentic materials, framing communicative competence theory for use, and applying indirect cultural teaching. On the contrary, the rest two teachers, ones adhering to a non-essentialist ideology, interpreted lingua-culture as one language with multiple cultures and depicted it into some characteristics extending to becoming intercultural English users as the goal, using cross-cultural non-native English materials, framing intercultural communicative competence for use, and executing direct cultural teaching. As the implication, anchored in the nature of multiculturality of Indonesian students, this study promotes EFL teachers to hold the non-essentialist ideology for its sustainability. This study offers two conceptual frameworks vis-a-vis EFL lingua-culture ideologies. Of the two, there is only one scientifically considered ideal to fit the multiculturality of Indonesian students.Keywords -EFL learning ideology, lingua-culture, multiculturality
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Tsai, Shu-Chiao. "Courseware integration into task-based learning: a case study of multimedia courseware-supported oral presentations for non-English major students." ReCALL 23, no. 2 (2011): 117–34. http://dx.doi.org/10.1017/s0958344011000048.
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AbstractThis study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted. Computers played a central role as the means of information delivery. The courseware acted as a silent partner and played the role of a tutor and adjunct teacher to provide students with authentic materials for learning to give English oral presentations in international business and technical settings. It offered a variety of learning activities with instant on-line self-evaluation for students to practice integrative language skills and learn content knowledge. Evaluation of student performance was based upon data from pre- and post-tasks, student questionnaires about concerns, and an open-ended questionnaire. After active participation and self-learning, most of the non-English major students clearly indicated they had made some improvement or progress and felt their learning effectiveness for preparing speech texts was significantly improved. In addition, they had become more concerned about their English ability and the ESP courseware was able to meet their need for greater linguistic support to enhance their language ability.
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Rusu, Maria-Lucia, Alina-Elena Oneţ, and Ioan Virca. "Culture as a Vector of Intercultural Communication in Times of Crisis." International conference KNOWLEDGE-BASED ORGANIZATION 28, no. 2 (2022): 226–32. http://dx.doi.org/10.2478/kbo-2022-0077.
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Abstract Culture and communication are two tightly intertwined concepts. The process of communication, seen as social interaction, facilitates the transmission of messages between individuals of the same culture or belonging to different cultures. The process as a whole is influenced by the culture both the speaker and the listener/receptor belong to. When both participants in the communication process belong to different cultures, they automatically bring perceptual elements to the situation, as well as social and cultural traits and (verbal as well as non-verbal) means of communication characteristic of their respective cultures. Thus, differences between these elements, their recognition or the lack of acceptance towards them are often cause of difficulties or even conflicts which are the result of inefficient communication. The present paper examines, based on relevant secondary literature, the cultural variables which influence the communication between members of different cultural groups. In order to fulfil the desired objective, empirical research will be conducted based on observation and analysis. The research solution advanced in view of achieving efficient and authentic intercultural communication is based on an approach to situational subculture, namely the construction referred to as “third culture”.
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AlQbailat, Naji M., Eman Fadel AlQubelat, Mozah H. Al Kaabi, and Asma Saeed Almaamari. "Patterns of Religious, Cultural, and Literary Rhetorical Elements Usage Among Non-Native Arabic Learners: A Case Study at Mohamed bin Zayed University for Humanities." Theory and Practice in Language Studies 15, no. 3 (2025): 898–909. https://doi.org/10.17507/tpls.1503.25.
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This study investigated how non-native Arabic learners incorporate traditional rhetorical elements in their daily communication. An analysis of 20 international students at Mohamed bin Zayed University for Humanities examined Quranic verses, religious expressions, cultural proverbs, poetry, and modern colloquial expressions. Through interviews and focus groups, the study revealed that students' competency levels varied significantly across different rhetorical categories. Students demonstrated the strongest performance with common religious expressions in formal settings and basic cultural sayings in academic environments. The study found that modern poetry was used more frequently than classical verses. Colloquial expressions showed clear patterns based on social contexts. Students carefully considered cultural expressions in their communication. The analysis concluded that cultural understanding played a more crucial role than linguistic ability in successful rhetorical usage. These findings emphasize the need to integrate cultural context in Arabic language instruction and provide structured opportunities for authentic practice. The study recommends the development of specialized teaching materials that combine rhetorical elements with appropriate cultural contexts for academic settings.
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Glumova, Elena P., and Mayya A. Morozova. "Principles of continuous foreign language training for future engineers at the university." Vestnik Tomskogo gosudarstvennogo universiteta, no. 500 (2024): 159–66. http://dx.doi.org/10.17223/15617793/500/17.
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The article discusses the issue of organizing continuous foreign language teaching of future engineers in higher education. The aim of the research is to consider the possibility of applying a non-linear approach to the organization of continuous foreign language learning for engineering students in higher education in terms of systemic, organizational, temporal and other aspects of continuous learning in relation to the Foreign Language discipline. The materials for the study were educational standards of higher education for engineering specialties, materials of engineering forums on the problem of engineering education modernization, regulatory and legal documents of the Advanced Engineering Schools project. The focus of attention is on the current requirements to the set of competencies of a future engineer concerning the development of supra-professional (flexible) skills, such as leadership and entrepreneurial skills; the ability to work in a team, present the results of work, interact in a team, etc.; research skills; skills and abilities required to perform tasks within the framework of interaction between universities and their industrial partners. The study formulates and reveals the principles of continuous foreign language teaching process of future engineers in a higher education institution – systemic, organizational, temporal, age-specific, content-specific, level-specific, technological, and socio-psychological. The principle of technological continuity consists in the development of a system of special tasks based on authentic digital corporate resources, a gradual increase in the number of authentic digital corporate resources used in the learning process, and a complication of tasks and types of learning activities developed on their basis. The principle of socio-psychological continuity of the foreign language learning process is important for the organization of the learning process, as it reflects the specificity of foreign language learning for future engineers and contributes to the successful development of supra-professional skills. The key role in the formulation of this principle is played by taking into account individual-psychological features of engineering students, such as aspiration for leadership, rational understanding of the surrounding reality, etc. These students are characterized by a higher level of general tension and a dominant level of non-verbal intelligence development compared to students of the humanities. Thus, the results of the study allow us to conclude that these principles should be taken into account when designing a system of special tasks, developed on the basis of authentic digital corporate resource s and the capabilities of digital technologies, and when developing an e-learning course in foreign language for future engineers at the bachelor’s and master’s levels in higher education.
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Khilkovska, A. "Foreign Languages in the System of Continuing Education (Experience in Development and Implementation of the Author's Model)." New Collegium 2, no. 104 (2021): 92–96. http://dx.doi.org/10.30837/nc.2021.2.92.
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The paper covers the history of Foreign Languages Department of People’s Ukrainian Academy, whose aim is to provide language training to “Business Administration” and “Social Management” students, paying special attention to the main stages developing its approach to organization and teaching methods has gone through. One of the major steps on this way was the development of the “Integrated Programme of Continuing English Language Training in PUA” which formalized the department’s main principles of organizational and teaching activities: competence-based approach, interactive teaching/learning methods, as well as digital ones, authentic teaching/learning materials, streaming, Grammar and Speaking classes, which is not common for non-philological departments. The paper explicates the way competence-based approach entails transformation of in-class language teaching/learning, as well as students’ extra-curricular activity. The author makes the conclusion that most practices, principles and approaches seen as experimental at early stages, later have formed the basis of language teaching/learning in PUA, moreover, some of them have already been implemented on the national level in response to formal requirements of the Ukrainian Ministry of Education and Science.
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Salmanova, Shehla. "Communicative Approach in Foreign Language Teaching: Advantages and Limitations." EuroGlobal Journal of Linguistics and Language Education 2, no. 1 (2025): 79–88. https://doi.org/10.69760/egjlle.250009.
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The Communicative Language Teaching (CLT) approach has transformed foreign language education by prioritizing fluency, interaction, and real-world communication over rote memorization and grammar drills. This method promotes student-centered learning, task-based instruction, and the use of authentic materials, making language acquisition more engaging and effective. However, despite its advantages, CLT faces several challenges, including limited emphasis on grammatical accuracy, difficulties in assessment, and resistance in non-native English-speaking contexts. Traditional grammar-based testing often fails to measure communicative competence, highlighting the need for more effective assessment models. Additionally, teacher preparedness and classroom management remain barriers to CLT’s full implementation, especially in large class settings and regions where traditional teaching methods dominate. Future developments in blended learning, adaptive teaching strategies, and AI-driven assessment tools could help bridge the gap between fluency and linguistic accuracy, ensuring that learners develop both communication skills and structural competence. This paper explores the advantages and limitations of CLT, discussing potential solutions for integrating communicative approaches with structured learning methodologies to create a balanced and effective language teaching framework.
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Raju Parajuli. "ELT in Nepal: Changing Teacher's Role in the Present Context." Prāgyik Prabāha 12, no. 1 (2024): 42–55. http://dx.doi.org/10.3126/pp.v12i1.69971.
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This reflective paper highlights English Language Teaching (ELT) practices in Nepal, focusing on various context and dilemmas such as choosing between monolingual or multilingual approaches, using local versus international materials, and selecting authentic versus inauthentic sources. It also examines the use of textbooks written by native or non-native writers and addressed obstacles and coping strategies involved. Additionally, the reflection discusses the major roles of English teachers in Nepal as a teacher, a researcher and a practitioner. ELT in Nepal has gone significant changes mirroring global shifts in ELT trends and practices. These changes include evolving attitude towards ELT, shifting goals of ELT, new teaching methods, updated curriculum design, revised teaching content and assessment, changes in medium of instruction, changing roles of teachers. Despite some ongoing confusions, ELT movement is progressing smoothly. This reflection is based on a review of relevant articles on ELT in Nepal and my personal experience as an EFL teacher in Nepal for more than18 years.
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Hussein, Saddam, and Jawade Hafidz. "Standing Authentic Evidence Which Application Made By Notary-PPAT Of Uitvoerbaar Bij Voorraad (Ruling That Can Run Over First)." Sultan Agung Notary Law Review 2, no. 2 (2020): 55. http://dx.doi.org/10.30659/sanlar.2.2.55-62.
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This study aims to determine the extent of the Status Evidence Authentic Notary or PPAT made towards the implementation of Voerbaar Uit Voorraad Bij (The decision to run first) in the District Court of Class IA Kendari. This study uses normative juridical approach, where data is collected through the study of literature materials and interviews and then analyzed by qualitative descriptive method is an argument of a logical and systematic law in accordance with the formulation of the problem has been formulated.From the results of the research it is concluded that from the point of view of the Law of Evidence in the world of Justice in Indonesia that the Position of Authentic Evidence made by a Notary or PPAT is the same / equivalent to other Authentic Evidence made by other authorized officials such as BPN, Camat, Bailiff, etc., as well as Decisions that can be implemented in advance (uitvoerbaar bij voorraad) and decisions that have permanent strength still experience obstacles in their implementation. These obstacles are caused by both juridical and non-juridical factors. Decisions that can be implemented first (uitvoerbaar bij voorraad) are still very rare, practiced in district courts, especially the Klas IA Kendari district court, that based on our research results, data is obtained that within a period of 4 years, from January 2016 to December 2019 The Kendari District Court has only 1 (one) decision regarding the uitvoerbaar bij voorraad. The obstacles experienced by judges in the District Court, especially the Kendari District Court, are due to the tight supervision of the High Court and the Supreme Court. Because in order to carry out a decision that can be implemented in advance (uitvoerbaar bij voorraad), it must obtain approval from the High Court, and even the High Court before allowing the implementation of the decision or execution, sometimes asking for consideration from the Supreme Court. This is the cause of the Judges' reluctance to issue a verdict that can be implemented first (uitvoerbaar bij voorraad).
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Husein, Saddam, Widayati Widayati, Anis Mashdurohatun, and HM Ercham Amin. "Reconstruction of Civil Case Execution Regulation on the Implementation of Uitvoerbaar Bij Voorraad Based on Justice Value." Scholars International Journal of Law, Crime and Justice 6, no. 04 (2023): 216–24. http://dx.doi.org/10.36348/sijlcj.2023.v06i04.004.
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The Institute for Immediate Decisions (UitVoerbaar Bij Voorraad) currently does not prioritize human rights and equal protection before the law, because the regulations regarding the Implementation of Immediate Decisions (UitVoerbaar Bij Voorraad) are uncertain in their application. The purpose of this study is to find and analyze the Civil Case Execution Regulations regarding the Implementation of Immediate Decisions (UitVoerbaar Bij Voorraad) which currently have not been able to realize Pancasila justice; Weaknesses of the Civil Case Execution Regulations regarding the Implementation of Immediate Decisions (UitVoerbaar Bij Voorraad) in Indonesia at this time; and Reconstructing Civil Case Execution Regulations for the Implementation of Immediate Decisions (UitVoerbaar Bij Voorraad) based on the Pancasila Value of Justice. In this study, the constructivism paradigm was used, the socio-legal research approach method. The data sources in this study consist of primary data sources and secondary data sources consisting of primary legal materials, secondary legal materials and tertiary legal materials. Related to qualitative descriptive data analysis. Legal theory as an analysis of Grand Theory (Pancasila justice theory), Middle Theory (legal system theory), Aplaid Theory (Progressive Law). The findings of the study are that (1) the Civil Case Execution Regulation on the Implementation of Immediate Decisions (UitVoerbaar Bij Voorraad) based on the Value of Justice has not been able to realize Pancasila Justice, because it does not prioritize human rights and legal certainty as characteristics of Pancasila justice. Apart from that, it appears that unequal treatment before the law, because of the regulations as stipulated in article 180 paragraph (1) HIR / article 191 paragraph (1) RBG, there must be Authentic Evidence of the Plaintiff, so the Immediate Application of the Decision cannot be dropped if each - each party has authentic evidence. (2) Weaknesses in the Civil Case Execution Regulations regarding the Implementation of Immediate Decisions (UitVoerbaar Bij Voorraad). In substance, this regulation is still floating (floating norm) so that the Immediate Decision cannot be implemented and executed (non-executable). This is what causes the legal structure, namely the Court does not comply with the Application of the Immediate Decision (Uitvoerbaar Bij Voorraad). This fact can become a legal culture that is not good, both within the judiciary itself and among justice seekers and society. (3) Reconstruction of Civil Case Execution Regulations on the Implementation of Immediate Decisions (UitVoerbaar Bij Voorraad) based on the Value of Justice by Removing Article 180 paragraph (1) HIR / Article 191 paragraph (1) RBG, to realize Pancasila justice which prioritizes human rights and equality before the law.
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Deryabina, S. A., T. A. Dyakova, E. N. Strelchuk, and Z. I. Feizer. "Infographic text as a tool for organizing Russian-language educational discourse." Tambov University Review. Series: Humanities 29, no. 5 (2024): 1325–36. http://dx.doi.org/10.20310/1810-0201-2024-29-5-1325-1336.
Full textAbstract:
Importance. The significance of the subject matter arises from the potential for organizing effec tive foreign language communication based on contemporary methods of educational materials’ visual representation, one of which is infographic – a relevant, authentic material that presents in formation in a concise and comprehensible form, integrating verbal and non-verbal elements.Materials and Methods. The following methods are used: analysis of academic research on the infographic text application in teaching foreign languages and practical experience generalization with the use of such materials in Russian as a foreign language. The research materials included academic papers that provided methodological justification for the infographics use as well as infographic materials available online and personal experience gained from utilizing infographic texts within the educational process.Results and Discussion. Based on the material analysis results on the topic, it is concluded that there is a significant potential for using infographic text with supporting structures in Russian as a foreign language teaching. In this regard, the theoretical knowledge necessary for a teacher to or ganize productive speech activity in a foreign language is described: the main stages of organizing work with infographics, the requirements for the of infographics content are listed.Conclusions. Infographic texts are valuable methodological material in teaching foreign lan guages, around which a foreign language educational discourse is built. Methodically, the tradi tional pre-text, pre-text and post-text tasks for working with the educational text should be orga nized competently. Here, support structures are important, which stimulate speech activity, con tributing to the effective work organization on the oral and written speech production based on a given algorithm.
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Makarichev, Feliks Vyacheslavovich. "Developmental and educational potential of using an authentic feature film in the process of teaching foreign language." Педагогика и просвещение, no. 4 (April 2021): 69–79. http://dx.doi.org/10.7256/2454-0676.2021.4.35149.
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&nbsp;The subject of this research is the use of an authentic feature films in the process of teaching English language. Based on the analysis of theoretical material, the article covers the questions related to the use of films during the classes in higher educational institutions, since despite the old-established practice of using audiovisual means, there is yet no universal methodology for working with films. The author offers to organize classes based on watching the &ldquo;American Beauty&rdquo;, which would enrich the vocabulary, analyze various situation of verbal and nonverbal communication, give representation on the national peculiarities of language behavior. The authentic feature films have been largely used in the process of teaching foreign language. However, more than ever before the use of audio and video materials has become a strict necessity for the effective teaching of students of various specialties. The command of a foreign language is not only the ability to conduct verbal communication, but establish the cross-cultural dialogue that ensures effective communication. Therefore, competent linguistic, culturological, and country-specific training is required. The effectiveness of using feature film in the learning process is determined first and foremost by the peculiarities of cinematographic art, which can strongly affect the audience. This is achieved by combining video sequence and sound (including music). Therefore, the audience receives a visual representation on the place of the ongoing events, appearance of the characters, analyze the specificities of nonverbal means of communication, and determine their impact upon the content of communication and its results. The author&rsquo;s experience of conducting film analysis with the students of non-philological specialties indicates students&rsquo; interest in such activities, both at the lectures or doing homework, and thus high academic performance.&nbsp;
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Inayah, Arin, and Dimas Priagung Banar Syahputra. "Desain Buku Ajar Bahasa Inggris Berdasarkan Model Addie Pada Program Studi Non-Bahasa Inggris." Jurnal Bina Ilmu Cendekia 6, no. 1 (2025): 40–52. https://doi.org/10.46838/jbic.v6i1.748.
Full textAbstract:
English language learning in higher education plays a crucial role in supporting students' academic and professional readiness, especially in the era of globalization. However, students from non-English majors often face difficulties due to teaching materials that are not aligned with their contexts and specific needs. The available textbooks tend to be generic and do not adequately support meaningful and applicable learning. Therefore, it is necessary to develop a contextual English textbook based on the ADDIE model that is relevant to the needs of students across various disciplines. This study aims to design an English textbook using the ADDIE model for non-English study programs at Universitas PGRI Banyuwangi. The research employs a Research and Development (R&D) approach. Based on the results of questionnaires, interviews, and documentation, it was found that approximately 85% of students from non-English majors are at a beginner level in English proficiency. Nevertheless, 90% of them are highly motivated to improve their English skills to an advanced level in order to meet academic and career demands. Regarding learning material needs, around 88% of students expressed the need for content that is relevant to their respective majors and professional fields. The preferred types of materials include authentic texts (75%), new vocabulary (68%), and context-based exercises (70%). Students' preferences for learning activities also revealed clear tendencies. About 80% preferred pair or group discussions, while 85% expected an active and collaborative classroom atmosphere. In addition, 78% of students stated that receiving direct feedback from lecturers is very important in the learning process. In terms of learning outcomes, 82% of students were able to translate texts relevant to their major, 76% could identify academic text types, and 74% showed improvements in reading and speaking skills. The findings also indicate that 92% of students experience a gap between their initial abilities and the expected level of English proficiency. Therefore, it is essential to develop a textbook based on needs analysis and the contextual ADDIE model to bridge this gap and provide a more relevant and meaningful learning experience for students across disciplines.
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Bajno, Dariusz, Agnieszka Grzybowska, and Ireneusz Trzyński. "The Historic Materials and Structures Due to the Aspect of Their Actual Challenges." Materials 16, no. 6 (2023): 2302. http://dx.doi.org/10.3390/ma16062302.
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The subject of the article is to assess the suitability of over materials over a hundred years old that are embedded in historic building structures in conditions of contemporary utility challenges in residential and public buildings. It is based on an example of technical condition evaluation of a ceramic staircase erected in 1840 and a structure of two reinforced concrete staircases from the year 1910. As a part of in-situ and laboratory tests, the physical and mechanical parameters of unique historical materials (brick, concrete) were determined. Then the conditions for their incorporation were inventoried and determined in order to save the unique material and technical solutions used in the first half of the 19th century and the first decade of the 20th century. The article is a summary of the research and analyzes carried out in terms of proper handling of historical materials, buildings and their elements that could still fulfill their original function and be a witness to the history of a certain era. Both a research case and an application case are described here. It will allow for the continuation of these studies directly in the facility, thus assessing the effectiveness and suitability of such methods for use in similar or other situations. The aim of this approach was to introduce a non-invasive reinforcing technique that would not change the valuable and authentic appearance of these historic structures. It would also not change their static schemes, and at the same time would ensure their proper load-bearing capacity, bearing in mind that the materials used here are not equivalent to current regulations and standards.
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Denisenko, Anastasia V., Marina A. Bereznyatskaya, and Julia M. Kalinina. "“Flipped class” technology in teaching foreign non-philological students." Russian Language Studies 20, no. 1 (2022): 115–26. http://dx.doi.org/10.22363/2618-8163-2022-20-1-115-126.
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The article describes an adapted version of the innovative technology flipped classroom, which can be used in the practice of teaching Russian as a foreign language, especially in the context of distance learning. The relevance of the study lies in the need to create a methodology that meets the interests of the modern generation of students and is effective in the context of remote educational process. The purpose of the research is to describe the methodology for using the flipped class technology in a foreign language audience with the use of authentic Russian films - screen adaptations of literary works. To achieve this goal, analysis, systematization, generalization, description and other methods were used. The research materials were the feature film It Cant Be! (directed by L. Gaidai, 1975), stories by M.M. Zoshchenko Galosh, Funny Adventure, Wedding Accident, the play Crime and Punishment, files with theoretical and regional information, a file with tasks, a questionnaire. The methodology has been successfully tested with foreign students of non-philological specialties. A hypothesis was put forward, the innovative technology flipped classroom was adapted to teaching Russian as foreign language in the context of distance learning, authentic films-adaptations of Russian artistic texts were selected, and a system of exercises was developed. An experiment was carried out, and then the hypothesis was corrected, taking into account the questionnaire survey and control testing of students. The main results of the study are that the use of the suggested methodology increases the efficiency of the educational process, motivation of foreign students to study the Russian language, literature, traditions of Russian native speakers, literacy of students and their linguistic and cultural competence. It also forms the ability of foreign students to self-study and self-organization, as well as to successfully conduct the educational process in a distance learning environment. The authors of the article consider it promising to use the flipped classroom technology in teaching Russian as a foreign language based on the material of linguocultural and regional studies, with the help of which students will be able to master educational information in accordance with different levels of language proficiency.
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Fountoulakis, Michail. "Standardizing ESP Pedagogy: A Critical Evaluation of Language Training for Law Enforcement Cadets." International Journal of Higher Education Pedagogies 6, no. 1 (2025): 23–34. https://doi.org/10.33422/ijhep.v6i1.914.
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This article critically evaluates the English Language and Police Terminology textbook, developed for second-, third-, and fourth-year cadets at the Hellenic Police Officers School. Divided into three proficiency modules (B1, B2-C1, C2), the textbook delivers standardized English for Specific Purposes (ESP) materials aligned with law enforcement needs, incorporating scenario-based learning and specialized terminology for authentic contexts. The evaluation, conducted with 50 advanced-level cadets, used criteria such as adaptability to diverse policing contexts, comprehensiveness of specialized vocabulary, and the effectiveness of scenario-based learning tasks. Grammar assessments focused on tense application in police scenarios, while vocabulary retention was assessed through targeted exercises from the 'More Words You Need' sub-section. Early data showed notable improvements in grammar accuracy and vocabulary retention. Structured questionnaires indicated a positive reception, with cadets finding scenario-based tasks, such as simulating police interviews, engaging but challenging in role-playing exercises. This textbook marks the first systematic, textbook-based approach for teaching ESP to police cadets in Greece, offering a structured, progressive curriculum that hones all four language skills—reading, writing, speaking, and listening. This contrasts with previous ad hoc approaches, where materials were individually curated, leading to inconsistencies in instruction. As the pilot phase unfolds, this innovative effort has the potential to yield significant learning outcomes and serve as a model for uniformed academies domestically and abroad. Documenting the textbook’s early implementation, this article sets the stage for larger-scale studies and future adaptations for non-English speaking police academies.
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Altynbaeva, G. "Fiction and non-fiction in the “thirty-year-old” generation (“millennials”) prose." Philology and Culture, no. 2 (September 17, 2023): 104–10. http://dx.doi.org/10.26907/2782-4756-2023-72-2-104-110.
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Based on the analysis of the texts from contemporary Russian literature, the article investigates one of the features of the “thirty-year-old” generation prose (V. Bogdanova, O. Vasyakina, K. Hepting, K. Kupriyanov, E. Manoilo, V. Pustovaya, B. Khanov, I. Khanipaev, et al.). As an additional source, this research uses “thirty-year-old” writers’ interviews and the results of the comparison of their prose with the texts and manifestos of “new realists”. The purpose of the research is to understand the features characterizing the combination of fiction and non-fiction in the latest Russian prose. The article raises the problem of biographical, non-fictional and fictional boundaries in the “thirty-year-old” generation texts. In particular, it appears necessary to understand how the millennial author’s biography is reflected at the levels of the genre, composition and plot. Special attention is paid to the authentic and psychological aspects in the artistic method of “thirty-year-old” writers who include the elements of a diary, confession and Bildungs-roman in the structure and content of their prose. They also create their own pseudo-memories, an alternative history. The research concludes that the “thirty-year-old” generation prose problems and poetics are influenced by the writer’s biography and personality, as well as the specific period of the time they write in.
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Makolo, Angela U., Olubukola Smile, Kehinde B. Ezekiel, Antoinette M. Destefano, Junell L. McCall, and Raphael D. Isokpehi. "Leveraging H3Africa Scholarly Publications for Technology-Enhanced Personalized Bioinformatics Education." Education Sciences 12, no. 12 (2022): 859. http://dx.doi.org/10.3390/educsci12120859.
Full textAbstract:
The Coronavirus Disease 2019 (COVID-19) pandemic has catalyzed the expectations for technology-enhanced interactions with personalized educational materials. Adjusting the content of educational materials to the geographical location of a learner is a customization feature of personalized education and is used to develop the interest of a learner in the content. The educational content of interest in this report is bioinformatics, in which the knowledge spans biological science and applied mathematics disciplines. The Human Heredity and Health in Africa (H3Africa) Initiative is a resource suitable for use when obtaining data and peer-reviewed scholarly articles, which are geographically relevant and focus on authentic problem solving in the human health domain. We developed a computerized platform of interactive visual representations of curated bioinformatics datasets from H3Africa projects, which also supports customization, individualization and adaptation features of personalized education. We obtained evidence for the positive effect size and acceptable usability of a visual analytics resource designed for the retrieval-based learning of facts on functional impacts of genomic sequence variants. We conclude that technology-enhanced personalized bioinformatics educational interventions have implications in (1) the meaningful learning of bioinformatics; (2) stimulating additional student interest in bioinformatics; and (2) improving the accessibility of bioinformatics education to non-bioinformaticians.
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Mahmood, Hamayoun, Ahmad Shakeel, Ammar Abdullah, Muhammad Khan, and Muhammad Moniruzzaman. "A Comparative Study on Suitability of Model-Free and Model-Fitting Kinetic Methods to Non-Isothermal Degradation of Lignocellulosic Materials." Polymers 13, no. 15 (2021): 2504. http://dx.doi.org/10.3390/polym13152504.
Full textAbstract:
The thermal kinetic modeling is crucial for development of sustainable processes where lignocellulosic fuels are a part of chemical system and their thermal degradation eventuates. In this paper, thermal decomposition of three lignocellulosic materials (bagasse, rice husk, and wheat straw) was obtained by the thermogravimetric (TG) technique and kinetics was analyzed by both model-fitting and isoconversional (model-free) methods to compare their effectiveness. Two models selected from each class include Arrhenius and Coats–Redfern (model-fitting), and Kissinger–Akahira–Sunose (KAS) and Flynn–Wall–Ozawa (FWO) (model-free). The formal model-fitting approach simulating the thermal decomposition of solids by assuming a fixed mechanism was found to be unduly facile. However, activation energy (E) values calculated from two model-fitting techniques were considerably different from each other with a percentage difference in the range of 1.36% to 7.65%. Particularly, both model-fitting methods predicted different reaction mechanism for thermal disintegration of lignocellulosic materials (two-dimensional diffusion (D2) by Arrhenius and one-dimensional diffusion (D1) by Coat–Redfern method). Conversely, the model-free routine offers a transformation of mechanism and activation energy values throughout reaction and is, therefore, more authentic to illustrate the complexity of thermal disintegration of lignocellulosic particles. Based on the model-free kinetic analysis, the lignocellulosic materials may be devised in following order of activation energy: rice husk > bagasse > wheat straw, by both KAS and FWO methods with a percentage difference no more than 0.84% for fractional conversion up to 0.7. Isoconversional approach could be recommended as more realistic and precise for modeling non-isothermal kinetics of lignocellulosic residues compared to model-fitting approach.
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Dyakiv, Khrystyna, Maryana Yaremko, and Nataliia Bober. "Communicative failures of ukrainian speakers in learning german." Revista Amazonia Investiga 11, no. 50 (2022): 204–14. http://dx.doi.org/10.34069/ai/2022.50.02.20.
Full textAbstract:
The article analyzes communicative deviations that occur during the communication between German native speakers and non-native speakers, particularly Ukrainians. Despite existing intercultural and sociolinguistic studies, the analysis of language specificity that causes communicative deviations, failures and misunderstandings remains relevant and understudied. The purpose of this article is to identify and explore the German language peculiarities that cause misunderstandings in communication for non-native speakers, in particular Ukrainian speakers, and offer the algorithm for the representatives of different ethnic communities to help them avoid and resolve possible conflicts given the study of German as a foreign language. The status of the concept of communicative deviation in intercultural communication under conditions of insufficient communicative competence is determined in this article. The study uses the term communicative deviation in favor of a generalized term, a broad concept of linguistic, speech and communicative deviations in dialogic speech, in particular between native German speakers and non-native speakers. The empirical research was based on the speech activity of Ukrainian students during classes at the Department of German Studies and Translation (levels B2–C1) of Ivan Franko National University of Lviv in 2019–2021 academic years and definitions from the Universal Dictionary of German Duden, in addition to the materials reflected in textbooks and teaching manuals as well as from authentic German-language sources. Communicative deviations are identified and analyzed in phonological, lexical, syntactic and pragmatic aspects.
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Doskovskaia, Mariia S., and Olga V. Nenasheva. "Cartoons as a tool for developing speaking skills among students of non-linguistic specialties." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 21, no. 4 (2024): 137–50. https://doi.org/10.17673/vsgtu-pps.2024.4.10.
Full textAbstract:
The search for innovative and effective tools for developing speaking skills in students of non-linguistic universities leads teachers to use authentic audiovisual materials, including cartoons, in foreign language classes. The choice of a particular cartoon for work is determined primarily by the main goal and objectives of training for a specific stage/lesson, as well as the level of knowledge of students. To prove the effectiveness of a cartoon as a tool for developing speaking skills, we organized and conducted an experimental training in two groups of second-year students of the Higher Biotechnology School of Samara State Technical University. In the experimental group, English classes were held using a set of exercises to develop speaking skills based on the cartoon Shark Tale, 2004, in the control group – using traditional exercises from the main textbook for bachelor students of Samara State Technical University studying in the areas of «Biotechnology» and «Technology of food production and organization of public catering». The results of the experiment showed that the level of development of speaking skills in the experimental group was higher in absolute (average score) and relative (dynamics of changes) dimensions than in the control group, which convincingly demonstrates the need for further active search and use by the teacher in the classroom of new relevant teaching tools that make the process of learning a foreign language effective and interesting for both non-linguistic students and for the teachers themselves.
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Бузинова, Л. М., Н. Д. Пашковская, О. В. Барышникова та О. М. Голосова. "Исследование эффективных методик преподавания английского языка в неязыковых вузах с учетом специфики профессиональной подготовки студентов". Management of Education 14, № 9-1 (2024): 119–27. https://doi.org/10.25726/z2142-3621-2316-y.
Full textAbstract:
В статье представлены результаты исследования эффективных методик преподавания английского языка в неязыковых вузах с учетом специфики профессиональной подготовки студентов. На основе анализа релевантных научных публикаций последних лет и эмпирического исследования с участием 120 студентов и 15 преподавателей из 5 неязыковых вузов выявлены ключевые факторы, определяющие эффективность обучения: ориентация на профессиональный контекст (r=0,78), использование аутентичных материалов (r=0,74), интеграция интерактивных методов (r=0,69). Предложена интегративная модель преподавания, сочетающая коммуникативный подход, контекстное обучение и элементы проблемного метода. Апробация модели продемонстрировала статистически значимый прирост уровня владения английским языком в экспериментальных группах (t=6,32; p<0,01). Полученные результаты вносят вклад в развитие методики преподавания английского языка для специальных целей и могут служить основой для разработки эффективных учебных программ в неязыковых вузах. The article presents the results of a study of effective methods of teaching English in non-linguistic universities, taking into account the specifics of students' professional training. Based on the analysis of relevant scientific publications of recent years and an empirical study involving 120 students and 15 teachers from 5 non-linguistic universities, key factors determining the effectiveness of teaching have been identified: orientation to the professional context (r=0.78), the use of authentic materials (r=0.74), integration of interactive methods (r=0.69). An integrative teaching model is proposed that combines a communicative approach, contextual learning, and elements of a problem-based method. The approbation of the model demonstrated a statistically significant increase in the level of English language proficiency in the experimental groups (t=6.32; p<0.01). The results obtained contribute to the development of methods of teaching English for special purposes and can serve as a basis for the development of effective curricula in non-linguistic universities.
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Rampler, Evelyn, Gerrit Hermann, Gerlinde Grabmann, et al. "Benchmarking Non-Targeted Metabolomics Using Yeast-Derived Libraries." Metabolites 11, no. 3 (2021): 160. http://dx.doi.org/10.3390/metabo11030160.
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Non-targeted analysis by high-resolution mass spectrometry (HRMS) is an essential discovery tool in metabolomics. To date, standardization and validation remain a challenge. Community-wide accepted cost-effective benchmark materials are lacking. In this work, we propose yeast (Pichia pastoris) extracts derived from fully controlled fermentations for this purpose. We established an open-source metabolite library of >200 identified metabolites based on compound identification by accurate mass, matching retention times, and MS/MS, as well as a comprehensive literature search. The library includes metabolites from the classes of (1) organic acids and derivatives (2) nucleosides, nucleotides, and analogs, (3) lipids and lipid-like molecules, (4) organic oxygen compounds, (5) organoheterocyclic compounds, (6) organic nitrogen compounds, and (7) benzoids at expected concentrations ranges of sub-nM to µM. As yeast is a eukaryotic organism, key regulatory elements are highly conserved between yeast and all annotated metabolites were also reported in the human metabolome database (HMDB). Orthogonal state-of-the-art reversed-phase (RP-) and hydrophilic interaction chromatography mass spectrometry (HILIC-MS) non-targeted analysis and authentic standards revealed that 104 out of the 206 confirmed metabolites were reproducibly recovered and stable over the course of three years when stored at −80 °C. Overall, 67 out of these 104 metabolites were identified with comparably stable areas over all three yeast fermentation and are the ideal starting point for benchmarking experiments. The provided yeast benchmark material enabled not only to test for the chemical space and coverage upon method implementation and developments but also allowed in-house routines for instrumental performance tests. Transferring the quality control strategy of proteomics workflows based on the number of protein identification in HeLa extracts, metabolite IDs in the yeast benchmarking material can be used as metabolomics quality control. Finally, the benchmark material opens new avenues for batch-to-batch corrections in large-scale non-targeted metabolomics studies.