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1
Sabaliauskienė, Rima, Gintarė Gelūnaitė-Malinauskienė, and Jūratė Andriuškevičienė. "Advertising As A Reflection of Culture in Foreign Language Teaching." Sustainable Multilingualism 14, no. 1 (May 1, 2019): 160–95. http://dx.doi.org/10.2478/sm-2019-0008.
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Summary The ability to communicate in several foreign languages, recognize and understand cultural differences and effectively interact in a multicultural environment has become vital in the modern world that faces intense globalization processes. Linguistic and intercultural competences are essential not only for establishing personal relationships with foreigners but also for developing successful business relationships. At the Institute of Foreign Languages at Vytautas Magnus University (hereafter - VMU IFL), Spanish and German languages remain in the top five of the most popular languages among 30 languages available to students. These languages are chosen not only by Lithuanian students but also by foreign students who come to study in Lithuania. Most exchange students who come to study at VMU choose to study the Lithuanian language as well. In addition to the development of language skills in a learning process, the new concept of language teaching / learning, market trends and the great interest of students and the public in languages lead to the development of topics related to culture and intercultural communication and efforts to reveal peculiarities of the new culture in the common European and native country context. Based on the theories of different authors on the connection between culture and language and intercultural differences, the article discusses the possibilities of using commercials (video recordings of advertisements) to get acquainted with the culture in foreign language lectures. A comparative analysis of examples selected from commercials available online and revealing certain cultural aspects of the three countries (Spain, Lithuania and Germany) that allow to understand the target culture better is presented in this article. The aim is to reveal how a teacher, knowing the theories of cultural differences, can use commercials for the development of students’ linguistic and also cultural and intercultural competences.
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Montejo Rodriguez, Andres Mateo, Karen Daniela Fino Ortiz, and Astrid Ramírez Valencia. "Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom." Revista Boletín Redipe 10, no. 2 (February 1, 2021): 131–43. http://dx.doi.org/10.36260/rbr.v10i2.1200.
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The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.
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Antón, Marta. "A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish." Language Teaching 44, no. 1 (December 3, 2010): 78–112. http://dx.doi.org/10.1017/s0261444810000340.
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Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.
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De Araújo, Patrick Anderson Matias, and Eder Ahmad Charaf Eddine. "THE REVIEWS OF USERS OF THE DUOLINGO APPLICATION: USABILITY AND OBJECTIVITY IN THE LEARNING PROCESS." International Journal of Research -GRANTHAALAYAH 8, no. 9 (September 21, 2020): 5–15. http://dx.doi.org/10.29121/granthaalayah.v8.i9.2020.1326.
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Since 2011, the Duolingo platform helps those who seek to learn a second language. Present in all popular mobile operating systems, it offers, in the Brazilian interface, the teaching of Spanish, French, and English language, being English the first to be made available in the platform. Given the platform’s mission of personalized teaching, making learning fun, and universally accessible, the research aims to analyze the opinions of users on the Google Play Store. The objective was to understand the usability process, ease of access, and the user-learning relationship of the application and to achieve it, it was used the assumptions of Human-Computer Interaction, that investigates the form of communication between people and computational systems, as well as forms of accessibility and facilitation of this communication. It will be used the quantitative methodology of the comments available on the digital store in the entire month of January 2020. The results show that 85.13% of the users rated the tool with the highest score, the scores range from 1 to 5, and that usability is a positive component that facilitates learning. It is noteworthy, though, that the tool can be used as an aid in foreign language teaching processes.
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Murashkina, O. V. "To the Issue of Communicative Teaching Foreign Languages." Язык и текст 7, no. 2 (2020): 54–60. http://dx.doi.org/10.17759/langt.2020070206.
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The article deals with the issue of teaching foreign languages with the usage of methods communicative. Communicative approach and communicative method are two interrelated concepts. Language competence developed in social context is the basis for successful communication in the target language. The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The problem of learning the correct pronunciation is key in learning Spanish at the initial stage due to the diverse dialectal variability of the Spanish language. The main difficulty in mastering Spanish phonetics is the variety of national variants and dialects, which at the level of sounding speech represent a motley allophonic picture. In this regard, the task of forming phonological hearing in the process of teaching Spanish as a foreign language is a priority. The difference between phonetic systems and phonological structures of the native and the studied foreign languages is the main reason for linguistic interferences, therefore it is important to determine the allophonic picture when teaching the phonetics of the Spanish language.
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Pérez-Carmona, José Luis, Alejandro Vicente-Bújez, María Teresa Díaz-Mohedo, and José Luis Ortega-Martín. "Learning Spanish as a foreign language through Music." Aula Abierta 50, no. 2 (June 24, 2021): 643–52. http://dx.doi.org/10.17811/rifie.50.2.2021.643-652.
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Music has multiple characteristics that make it an ideal tool for teaching and learning languages. Although some research has been done on this subject, there are still many areas to explore. This quantitative research presents survey data from 178 students of Spanish as a Foreign Language to better understand how adult learners use music and other media in their practice of Spanish. Non-parametric statistical tests were carried out. Data showed participants used music more frequently than other media as a means to practice Spanish outside of the classroom, despite having difficulties understanding the lyrics. Also, musical training was found to be an indicator of a higher level of lyrical comprehension. It was concluded that the growing popularity of Spanish language music, changes in music consumption, and the democratization of listening platforms— along with the ability that songs have to generate well-being and to create links, as well as to represent the target culture—were decisive factors in the use of songs in the learning of Spanish as a foreign language.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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CohenMiller, Anna. "Stealth Language Teaching: A Preschool Foreign Language Pilot Program." Practicing Anthropology 30, no. 1 (January 1, 2008): 50–53. http://dx.doi.org/10.17730/praa.30.1.qh1j90u1466t77p3.
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In 2003, I worked at the Deacon Park Preschool1, non-profit private preschool in Atlanta, Georgia, to create a foreign language-learning environment that used second language (L2) as a medium for the curriculum instead of as a separate subject matter. With a background in Montessori education, through first hand experience as a student as well as professional experience as a Montessori teacher, I was interested in the possibility of creating a Montessori inspired content-based environment where early learners (ages ranging from months to 5 years old) could be exposed to Spanish as a natural part of their day.
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Karki, Manita. "Interactive Teaching and Learning Techniques." Journal of NELTA 23, no. 1-2 (December 31, 2018): 182–84. http://dx.doi.org/10.3126/nelta.v23i1-2.23367.
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Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.
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ALEXE, Raluca. "Aspects of integrating culture in the Spanish-as-a-Foreign-Language class." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 7–16. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.1.
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While there has been growing awareness among teachers that language learning/teaching and culture learning/teaching should occur together, the techniques and classroom activities for integrating culture in the FL classroom are still a matter of research and further testing. The present work explores some aspects of teaching culture in the Spanish-as-aForeign-Language (SFL) classroom, which may very well constitute suggestions for anyone approaching this subject matter. It is basically an account of my experience with different groups of students from Transilvania University of Brașov. I shall discuss the overall efficiency of the different techniques, specific activities, and teaching materials employed with my groups of SFL students, also pointing out some of the differences in the approach and challenging aspects of teaching culture to SFL students from different curricular areas and students with different linguistic competence of Spanish.
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Murashkina, O. V. "Problems in teaching standard Spanish pronunciation to Russian-speaking students." Язык и текст 5, no. 3 (2018): 62–66. http://dx.doi.org/10.17759/langt.2018050308.
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The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The difference between phonetic systems and phonological structures of native and studied foreign languages is the main reason for linguistic interferences, that is why it is important to shape the allophonic picture when learning the phonetics of the Spanish language.
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Enriquez, Javier Julian. "Metaphorical and Strategic Competence in the Spanish Language Teaching Classroom as a Foreign Language through Task-Based Learning Methodology." JURNAL PENDIDIKAN PROFESI GURU INDONESIA (JPPGI) 1, no. 1 (February 8, 2021): 1–10. http://dx.doi.org/10.30598/jppgivol1issue1page1-10.
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This article focuses on highlighting the application of discourse analysis in the Spanish Language Teaching as a Foreign Language. Especially, it does emphasize the importance of the conceptual fluency acquisition, as a strategic competence in particular, and as a communicative competence in general for non-native speakers of other languages enrolled in Spanish courses as a foreign language. That is, it does draw attention to Metaphorical Competence (MC), which can be defined as the ability to acquire, create, and interpret metaphors in the target language. For this purpose, we have chosen a Golden Age poet, Gongora, considered by most literary critics as the most influential and important poet in Spanish-language poetry, whose works represent the most admirable literary masterpieces in the western classical literature and Baroque poetry. In the same way, we would like to bring to light his literary value, excellent, and didactic potential for teaching poetry in the second language classroom, underpinned by a Task-based Learning methodology.
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Ramadani, Kujtim. "FOREIGN LANGUAGE TEACHING/LEARNING IN THE DIGITAL ERA." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1687–91. http://dx.doi.org/10.35120/kij31061687r.
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Language is generally perceived as the medium of communication of ideas and thoughts. Recent technological advancements have aided the processes of language communication. When we speak about technology, we normally refer to computers and digitalization. However, technology indeed refers to anything that is produced, assembled and that makes our lives easier. Social media previously related through television programs of any kind, can now be easily accessed through mobile devices, computers, and video conferencing software. Language teaching and learning in general, and foreign language teaching and learning in particular, have evolved in the digital age, especially as we move from single language users to a more bilingual or even plurilingual society. Foreign language takes on a new meaning in the digital age. With the emergence of Information and Instructional Technologies and their influence on teaching and learning it becomes a must to equip faculty members and students with the necessary skills to handle these developments and utilize their benefits in teaching and learning. The swift development of new technologies and their universal application in education requires innovative methods and approaches in teaching and learning a language in the digital age. This paper provides an overview of how technology has evolved in time and how it contributes to language communication, alongside political, economic and social lines in the Republic of Macedonia in general and at the Southeast European University in particular. The Mission of the University is to seek excellence in teaching and research within the higher education system in the Republic of Macedonia, by offering equal opportunities for all based on impartiality and merit. One of the key elements of the mission of the University includes active cooperation with universities in the Republic of Macedonia as well as with international universities. The main aim under which the university is governed and managed is to contribute to higher education in the Albanian language, through a mutual interethnic understanding and aims to provide a multilingual and multicultural approach to teaching and research by developing study programs according to broad European and international standards. In this respect, we will also focus on the latest trends in the area of language learning in the digital age and the efforts that our university is making in order to keep in step with them, especially through several of its units that have been specifically established with this mission in mind, such as the e-learning center and the language center.
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Fernández Bueno, Aída. "Language learning as a factor of social cohesion in multilingual society: rection on the functional change of teaching and learning foreign languages." Cuadernos Iberoamericanos, no. 2 (June 28, 2017): 63–67. http://dx.doi.org/10.46272/2409-3416-2017-2-63-67.
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Teaching / learning foreign languages in Spain has improved a signi cant functional change in recent years, motivated directly by the social changes, and especially, by immigration. To the group of students from more traditional and large pro le is added another, multinational, for whom Spanish is a foreign language. That implies the condition of bridge language. To attend these students causes some adjustments in the obligatory education and in a lesser level at the university. Considering this context of diversi cation of student´s pro le foreign language, the answer only can be encourage language teaching as the unique e ective method to promote social cohesion.
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Baranova, Tatiana, Aleksandra Kobicheva, Elena Tokareva, and Evgenia Vorontsova. "Application of translinguism in teaching foreign languages to students (specialty “Ecology”)." E3S Web of Conferences 244 (2021): 11034. http://dx.doi.org/10.1051/e3sconf/202124411034.
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This article explores the concept of translinguism and its application in the educational environment. The authors have developed a learning model that includes flipped classroom, face-to-face classes, team work and project-based learning. The study involved 3rd year students (N=26) of Peter the Great St. Petersburg Polytechnic University (SPbPU), studying in the field of “Ecology”. During one semester (February 2020 - June 2020), students studied the discipline “Spanish” in English according to proposed methodology. The study examined the impact of the proposed model on the study of the Spanish language and the development of translational competence. For the analysis descriptive statistics and pairsamples Students’s t-test were conducted. Interviews were also conducted with students to analyze their perception of the new learning model. Generally, the overall quality of students’ Spanish knowledge improved. According to the descriptive results, students developed their translingual competence significantly. Thus, it can be assumed that the proposed learning model positively influenced students’ level of such competence. The results of the interview showed that students positively evaluate the proposed teaching model, and also consider it to be effective for learning Spanish and developing translingualism.
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Estrada Naranjo, Luis Carlos. "Meaning and direction in foreign language teaching." Praxis Pedagógica 5, no. 6 (February 1, 2005): 22–29. http://dx.doi.org/10.26620/uniminuto.praxis.5.6.2005.22-29.
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This document explores the possibility to link to foreign lan - guage teaching practice in the classroom, two streams of theo - retical elements set by late research on neurosciences about the cognitive processes underling learning, and the elements from sociolinguistics dealing with languages in contact. The objective of the paper is to consider those elements as an en - riching source for didactics and as an alternative to practice based on recipe -like activities well designed to different settings. Reflective teaching is presented though, as the empirical tool to make language education a real part of praxeology, in which effective teaching is connected to meaningful and contextualized didactics.
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Barski, Ewelina, and Camelia Nuñez. "Service-Learning as Part of the L2 Spanish Classroom in Canada." Revista Canaria de Estudios Ingleses, no. 81 (2020): 303–19. http://dx.doi.org/10.25145/j.recaesin.2020.81.20.
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Service-learning in foreign language classrooms is an effective resource for developing language motivation. Unfortunately, Canadian language programs have been off to a slow start in adopting integrative teaching such as service-learning in their foreign language curricula (Hale, 1999). This work reports on a Community Service Learning (CSL) initiative introduced at a Canadian university in the Hispanic Studies program. A total of fifty second and third year Spanish language students volunteered with various community partners on a weekly basis for a total of sixteen weeks. End-of-term questionnaire indicates that overall students had a favorable experience at their placement and CSL had a positive influence in continuing their studies in Spanish.
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White, Cynthia. "Distance learning of foreign languages." Language Teaching 39, no. 4 (September 26, 2006): 247–64. http://dx.doi.org/10.1017/s0261444806003727.
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This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching.
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Ishag, Adil. "Some Empirical Perspectives on Foreign Language Learning in Sudan." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 137. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.137.
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This study attempted to provide a general view of the situation and perspective on foreign language learning and teaching at the tertiary level in Sudan, with special focus on English and German. It further explored motivation and reasons for majoring in English and German among Sudanese students and the level of satisfaction in studying theses languages as major disciplines. Additionally, students’ knowledge of foreign languages and their preferences for learning certain foreign languages have been reported. In order to achieve the objective of this study, a questionnaire was administered to a sample composed of 148 students majoring in English and 73 Students majoring in German, at the University of Khartoum. The obtained results revealed that Sudanese students in both departments were highly satisfied in majoring in English and German, however students were majoring in English mostly due to personal interest, while there were more students majoring in German due to entry requirement than those in the English department. Furthermore, students have shown varying degrees of interest in learning other languages such as Chinese, Spanish, French and Italian. Finally, based on the findings of the study, a number of proposals have been made, which might contribute to the improvement of foreign language learning and teaching in Sudan.
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Lu, Xiuchuan, Xiao Zou, and Jian Tao. "Spanish language teachers’ pedagogical beliefs in Chinese universities." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 41–53. http://dx.doi.org/10.5209/clac.71994.
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Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.
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Yao, Gang. "Vocabulary learning through data-driven learning in the context of Spanish as a foreign language." Research in Corpus Linguistics 7 (2019): 18–46. http://dx.doi.org/10.32714/ricl.07.02.
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An increasing number of studies have shown the potential associations between corpus work and second language acquisition and teaching. Some research, for example, explores the effect of data-driven learning (DDL, Johns 1991) in the context of foreign language learning. Up till now, however, empirical quantitative studies on the topic have been limited, especially with respect to foreign languages other than English. In order to bridge this gap, a quasi-experimental longitudinal design was used in the present study to examine whether there is a statistically significant difference between the DDL approach to vocabulary learning and more traditional learning methods (e.g., dictionary approach) in the context of Spanish as a foreign language (SFL) by Chinese students. The study further gauged students’ attitude towards DDL activities. The results of two post-tests revealed that the DDL group of students significantly outperformed the group of students following a traditional learning method. Furthermore, a questionnaire assessment collected from the experimental group showed that the respondents generally favored DDL and adopted a positive attitude towards its future application to Spanish learning.
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Verenich, Тatiana К., Svetlana A. Zlobina, and Violetta S. Srmikyan. "Using the resources of the e-learning course in forming language and speech skills of Spanish-speaking students." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 3, 2020 (2020): 181–93. http://dx.doi.org/10.31862/2218-8711-2020-3-181-193.
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This article summarizes the material on the introduction of electronic courses in teaching Russian as a foreign language. Recently, e-learning has become an integral part of the educational process at the university and is used in all forms of education. The relevance of studying existing online courses is due to the need to introduce distance learning courses in the practice of teaching Russian as a foreign language for Spanish-speaking students in a series of entry-level lessons to form language and speech skills of students’. The application of an electronic training course allows one to improve the quality of education through the use of various educational resources. The materials of the article may be useful to teachers of Russian as a foreign language, working with the Spanish-speaking audience.
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Dyadya, Valentina. "LINGUISTIC FEATURES OF THE LANGUAGE SYSTEM AS THE INFLUENCING FACTOR ON THE STUDY PROCESS (using the material in English and Spanish)." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 16–24. http://dx.doi.org/10.15421/251903.
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The object of the research in this article is the features of teaching English and Spanish. The subject of the research is the influence of these features on the process of learning these languages. The considerable attention is paid to the problem of teaching foreign languages that are different from English and the demand for Spanish in the educational services market. The didactic features and difficulties of teaching pronunciation, vocabulary and grammar of the languages as well as the main impact factors of the system of language on the teacher’s activities are described in detail. The purpose of the study is to reveal the features of the systems of learning English and Spanish, the effect of these features on the organization of the educational process and on the actual process of learning these languages in its various aspects. The research method in this article is a contrastive-comparative analysis of the phonetics, vocabulary and grammar of English and Spanish languages as well as the analysis of their own experience in teaching these languages and the difficulties arisen in this process. The result of the study. This study has revealed the influence of the linguistic characteristics of foreign languages on the didactic features of their study and teaching. The practical importance is seen directly in applying the results in the educational process, namely in its organization, the choice of methods of teaching English and Spanish. The main author’s conclusions are as follows: 1) the issue of teaching and learning foreign languages other than English is not sufficiently covered in the methodology as English is taught mostly; 2) considering that the number of people who speak English is growing, there is a demand for other international languages, in particular, Spanish; 3) English and Spanish have common features, but significantly more differences in phonetics, vocabulary and grammar; 4) such differences affect not only the course of a particular lesson, but the organization of the course of study as a whole.
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Gadušová, Zdenka, Martina Pavlíková, and Romana Havettová. "Intervention in teaching reading in a foreign language:." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 297–313. http://dx.doi.org/10.15503/jecs2021.1.297.313.
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Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
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Savchenko, G. K. "VOCABULARY TESTS IN THE PROCESS OF FOREIGN LANGUAGE TEACHING." Main problems of modern linguistics 12, no. 12 (2020): 85–90. http://dx.doi.org/10.21672/2075-535x-2020.02.29-085-090.
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The article discusses the problem of using vocabulary tests in the process of foreign language teaching. Lexical tests are regarded not only as the means of control, but as the effective methodical reception for learning foreign language words which makes easier the processes of remembering words, stimulates interest for leaning foreign language. Young people like to do tasks of quests character.
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Latypova, Endzhe. "Improving Foreign Language teaching for International Students." Education & Self Development 15, no. 3 (September 30, 2020): 56–66. http://dx.doi.org/10.26907/esd15.3.05.
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The processes of internationalization and globalization are ubiquitous. The growing number of international students in universities prompts the necessity of research into the best ways of teaching and learning the language of a host country. Language is a connecting link of prime importance in building up an efficient and suitable educational environment for an international student in a foreign country. This qualitative study sought to identify the most effective practices of teaching the host language as second language in leading universities of two countries: Germany and Russia. We interviewed ten teachers in each university regarding the specifics of organizing courses to teach the host country language as a second language. Our analysis revealed the difficulties teachers usually face in their work with international students, as well as effective methods and models of teaching international students. We interpret these findings using a framework for English Medium Instruction proposed by Dafouz and Smit (2012).
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Dronova, Svetlana. "Board games in learning foreign languages: theory and practice (on the example of Spanish language)." Современное образование, no. 1 (January 2021): 59–70. http://dx.doi.org/10.25136/2409-8736.2021.1.35174.
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The goal of this article consists in assessment of possibilities of using board games in the process of learning foreign languages. The object of this research is gamification in learning foreign languages, the subject is the educational potential of board games in teaching foreign languages to adolescents and adults. The relevance of this work lies in finding the new forms of integration of educational process and practical activity. The author notes an important advantage of communication in foreign language during the game over other forms of educational communication in shifting the focus of students’ attention and perception of foreign language as an instrument for achieving the goals of the game, rather than an end in itself. Special attention is given to variability of implementation of each game and ways of adapting to the educational goals, level of attainment, and allocated time. Based on the general scientific methods, such as literature searches, analysis and synthesis, classification, as well as empirical methods, such as experiment, observation and comparison, the author provides methodological substantiation and review of the eight board games; seven of them are intended for learning any foreign language, not Spanish alone, which is taken as an example in this research. The article carries out classification of board games and gives comparative characteristic of the two types of games used in the educational process. The acquired results are of a practical nature and can be applied in teaching foreign languages on any level or stage of education. All methodologies were tested in learning Spanish language at the university in non-linguistic specialties, and demonstrated high effectiveness.
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Rivera, Joel Laffita. "Orthography Analysis-Spanish Graphical Accentuation Setting." International Journal of Contemporary Education 2, no. 2 (September 16, 2019): 130. http://dx.doi.org/10.11114/ijce.v2i2.4528.
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This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.
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García Bermejo, María Luisa. "Foreign language education in Spain: A historical view." European Journal of Applied Linguistics 9, no. 1 (January 28, 2021): 115–35. http://dx.doi.org/10.1515/eujal-2020-0021.
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Abstract Foreign language education (FLE) has always been a pending issue in Spain. However, after the accession to the European Union, globalisation and the European Commission language policies (European Commission 1995), new and more effective approaches to language teaching have been progressively established. Bilingual education has proved to be a successful pedagogical model to increase the knowledge of languages and content (Lasagabaster and Ruiz de Zarobe 2010). This article overviews the development of FLE in Spain from the mid-20th century to date. The main methodological changes from traditional models such as grammar-translation, direct and audio-visual methods to communicative approaches like task-based language teaching and, more recently, CLIL (Content and Language Integrated Learning), will be examined in the light of the Spanish official language policies.
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Svetlana E., Kaplina. "Teaching a Foreign Language to Non-Language Students in a Blended Learning Environment." Scholarly Notes of Transbaikal State University 16, no. 1 (March 2021): 118–27. http://dx.doi.org/10.21209/2658-7114-2021-16-1-118-127.
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Today, in the conditions associated with the global processes of the COVID-19 pandemic, universities are forced to adjust and adapt to the changes occurring in the system of higher education. The relevance of this study is dictated by the objective need to move to a combined form of working with students – blended learning. Blended learning serves as a form of work to overcome the current crisis, creating conditions for the implementation of student-centered learning. The purpose of this study is to consider the possibilities of blended learning models for foreign language students. The paper gives a brief overview of blended learning models; and justifies the choice of an extended virtual model as a form of organizing foreign language learning for technical students. The main research methods were empirical methods which included observation of the students’ learning activities process, both in the classroom and online; analysis of the implementing possibilities of the ‟Foreign Language” discipline program in a blended format; conducting practical classes in a blended, updated form for students. The paper provides examples of practical assignments for students, determines the pedagogical potential of the model and draws conclusions about the prospects for further use of this format of teaching. Keywords: COVID-19 pandemic, blended learning extended virtual model, online and offline learning, virtual boards, foreign language, non-language specialties
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قــيس إبـراهــيم, غــيداء. "Análisis de Errores Semánticos por la Interferencia de la LM y LE1 en la Producción Escrita de los Aprendices Iraquíes de ELE." Al-Adab Journal 1, no. 121 (December 13, 2018): 37–56. http://dx.doi.org/10.31973/aj.v1i121.268.
Full textAbstract:
The Interference and Transition Errors in the Fild of Semantic
Resulting from First and Second Language in The Writing Production of Iraqi Apprentices when Teaching Spanish as a Foreign Language
The acquisition of a foreign language for students can not be crossed only with the help of a. Here, the student begins to strengthen his tools of the rules and vocabulary (semantic, cultural), stages enhances the linguistic and communicative abilities, and the role of a professor in the field of foreign language learning is to help the student to overcome the difficult stages and prevent the commission of linguistic errors, for example, the negative interference of the mother language or any second language , the learner acquired during the various stages of study.
To overcome such mistakes so we must - the task of the professor- identify strategies used by the student while speaking, writing when learning a foreign language with the knowledge of its causes, and so we can find ways to identify them with the correct teaching aids. Recently, it appeared the subject aroused the interest of many researchers in the field of foreign language learning, and that is the subject of "Analysis Errors", this new interest fields transforming the concept of error of old and traditional concept and put it in the new evaluation, as it is currently considered one of the essential tools in modern teaching methods when teaching a foreign language.
So we all know that any foreign language education methods, in all stages, full of challenges and obstacles to the professor and to the student too. So this investigation is the my summary of continued and direct remarks with the Iraqi learner the Faculty of Languages in Baghda. It was highlighted in our research on the extraction of the following:
The negative interference and transition errors in the semantic field, committed by the iraqi university student when he learned Spanish as a foreign language. And what causes it? And how to avoid them in the future?
The study cited many examples extracted from three different stages of learning (intermediate and advanced) from the texts of Iraqi students in the Department of Spanish language / Faculty of Languages in Baghdad for two academic years, the interest of which is to know what the wrong strategies practiced by the learner in written tests - in the advanced stages of learning Spanish language - and identify the most important errors and concluded the results of research and recommendations that will contribute to the provision of the problems of the study solutions.
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Rojas, Arnold Yesid, Luis Alejandro Novoa, and Santiago Andrés Sandoval. "A General Review of the Role of Technology in the English Language Learning Processes." Enletawa Journal 12, no. 2 (April 29, 2020): 78–96. http://dx.doi.org/10.19053/2011835x.10954.
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This article aimed at presenting general trends regarding the role of technology in the English language learning process. The benefits of using technology in the process of learning English, as well as the importance of using technology as a method to teach a foreign language, will be discussed. This study discusses the use of technology as a way to promote teaching English as a foreign language, as well as how it can transform the teaching and learning process.
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BITI, Dr Viola, and Dr Admira NUSHI. "Grammar Activities of Spanish Language in Albanian Auditorium." European Journal of Language and Literature 8, no. 1 (May 19, 2017): 7. http://dx.doi.org/10.26417/ejls.v8i1.p7-15.
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The attitude towards grammatical exercises of a foreign language is one of the fundamental pillars upon which differences and changes of methods are historically produced. It's like an image of teaching practice. Switching from the traditional approach to the direct method, from the audio-visual method to the actual communicative methods through natural access is complemented by grammar with its own activities as a concrete way to develop language, as well as a way to see how it can be best learned. The place where grammatical activities can be developed, “the auditorium” where the student learns being a participant and cooperating with other students, with the teacher in the real process of research and joint construction of knowledge in personal and relevant social issues. The teaching process of foreign languages may take place in various forms: linguistic projects, occasional texts analysis, solution of situations or problems or preparation of topics that may arise during scientific activity. The grammar of Spanish language is consulted between lecturers who define a basic method that serves to orientate, but in many cases it happens that each of the teachers uses methods that are considered appropriate based on the requirements and capacities of students' learning process who are participants in the auditorium.
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Kondratieva, Irina, Nadezhda Malina, Tatiana Rogacheva, and Elena Vyshegorodskaya. "Business games in teaching foreign students professional Russian language." E3S Web of Conferences 273 (2021): 12013. http://dx.doi.org/10.1051/e3sconf/202127312013.
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The article analyzes the use of business games that simulate real situations when teaching Russian to foreign students in order to form the required professional competencies. Simulation games are considered as an important element that contributes to increasing the motivation of learning, activating the process of communication in a non-native language and making decisions in the professional sphere. The authors pay special attention to the consideration of approaches to solving the problems of advanced training of engineering students. It is noted that the business game, which simulates various aspects of the professional environment and real production processes, allows you to train students to apply the theoretical knowledge gained and solve problems that arise in their professional activities. The advantages of using business games over traditional learning technologies are considered: free communication, an captivating and exciting game process contribute to the development of communication skills of students who have the language barrier in other conditions of language learning. It is noted that the business game allows you to form linguistic competencies in conditions close to real ones, promotes the development of creative thinking, and the acquisition of teamwork skills in the professional sphere.
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Solodkova, Irina M., Elena V. Grigorieva, and Liliya R. Ismagilova. "Shaping the quality of second language learning: Students’ perspective." SHS Web of Conferences 48 (2018): 01071. http://dx.doi.org/10.1051/shsconf/20184801071.
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The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.
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Clavijo-Olarte, Amparo. "Research tendencies in the teaching of English as a foreign language." Colombian Applied Linguistics Journal 17, no. 1 (May 25, 2015): 5. http://dx.doi.org/10.14483/22487085.9006.
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An analysis of the thematic tendencies in the 41 research articles published in the issues of the Colombian Applied Linguistics Journal during the last three years, 2013-2015, indicates that authors have focused their attention primarily on five topics. These themes can be grouped as a) Trends and Approaches to teaching English as a foreign language, with the highest number of articles, followed by b) language learners´ processes and outcomes, c) teacher education for both preservice and inservice teachers, d) critical literacy and literacy involving social development, and d) uses of Spanish as expression of popular culture and English as a sociolinguistic phenomenon in San Andres. The variety of research reflected in these five thematic groups certainly contributes to addressing the two target disciplines our journal is interested in: Applied Linguistics and English Language Education in the context of Colombia and Latin America.
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Rozenfeld, Július. "Efficiency in Teaching English As a Foreign Language." Romanian Journal of English Studies 14, no. 1 (November 27, 2017): 132–40. http://dx.doi.org/10.1515/rjes-2017-0016.
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Abstract The objective of this paper is to formulate an acceptable definition of teacher quality based on effective use of time during the teaching process. Assessing teacher quality is hampered by the complexity of intersecting criteria in teaching profession. Quality is often defined broadly and in general concepts isolated from the actual classroom processes. Society, politicians, parents, educators proclaim that the quality of teachers matters, but it is difficult to come to a consensus, which markers of teacher quality can be measured reliably and which of these elements do have crucial impact on teaching. The major goal of this paper is to clarify what efficiency means in the teaching-learning process if time is taken as the main criterion; how knowledge can be defined and how teacher efficiency can be used as an objective marker of quality in teaching profession.
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Iovenko, V. A. "School of Spanish." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.
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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Shustova, Svetlana V., Mariya A. Khrustaleva, Ekaterina A. Beloborodova, and María Dolores Mondéjar Fuster. "Spanish Language for Tourists: Language Training of Adult Learners in the Context of Intensification." Integration of Education 23, no. 4 (December 31, 2019): 641–57. http://dx.doi.org/10.15507/1991-9468.097.023.201904.641-657.
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Introduction. Analysis of existing traditional and intensive teaching methods as well as study of ways of its intensification allow the authors to define and integrate most effective methods corresponding to educational needs of a modern person. The article aims to present a model of teaching which allows for realizing a short-term language training of adults for a trip to Spanish- speaking countries. Materials and Methods. The methods of intensification for foreign language teaching targeted at adult learners with due account for their psychological peculiarities were used as material for the article. The creation of stressful situations in the Spanish language class allowed for definition of factors which encourage a more intensive acquisition of linguistic competence. The methods include psycho-andragogical diagnosis (a questionnaire survey for adult learners), experimental learning (the creation of a stressful situation in the class), the observation method (monitoring of psychological and emotional state of adults and the correction of applied stressors), statistical processing of experimental data and its interpretation. Results. The manual ”Español para los turistas”, developed by the authors, was used in the teaching of the Spanish language in the context of simulated stressful situations which triggered an increase in the motivational capacity of adult learners. Stimulation of stressful situations during the process of acquisition of linguistic competence by adult learners has become an integral tool in learning intensification. Discussion and Conclusion. Use of the created method in the teaching of the Spanish language, in the context of the tourist, allows one to meet existing requirements to modern student for quick and effective language training for tourism abroad. The offered model of intensification can be used in the life-long learning, notably for the training of adults in intercultural communication.
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Ballespí Villagrasa, Mercè. "El taller de teatro: un reto para el aprendizaje ELE en sinohablantes." Politeja 16, no. 3(60) (March 1, 2020): 211–26. http://dx.doi.org/10.12797/politeja.16.2019.60.14.
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Theatre Workshop: A Challenge for Chinese Students Learning Spanish as a Second or a Foreign Language
Based on a specific teaching experience, this paper reveals some specific factors for learning language and Spanish culture during the process of creating a theatre workshop with a group of students from China. Since 2013, the University of Lleida (Spain) through the Diploma of Hispanic Studies (DEH) and the collaboration of Aula Municipal de Teatre of Lleida has taught theatre workshops previously with public presentation conducted entirely in Spanish, with Chinese students who not only want linguistic immersion in Hispanic environment, but also cultural. The advantages and the results obtained are detailed thanks to the use of dramatic expression in the learning of Spanish as a Foreign Language (ELE) as well as the difficulties, the didactics and the methodology used during four academic courses with 75 Chinese students.
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Durán, Estefanía, and Katherin García. "Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 145–60. http://dx.doi.org/10.15446/profile.v23n1.85931.
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This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.
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Gunišová, Denisa. "Learning Strategies Facilitating the Processes of Language Learning in Adult Education." International Journal on Language, Literature and Culture in Education 3, no. 2 (November 1, 2016): 24–32. http://dx.doi.org/10.1515/llce-2016-0008.
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AbstractThe issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for information, to sort and use them logically in practice. A precondition is to teach how to learn, how to use metacognitive strategies and learn how to plan the learning. The aim of this paper is to point to learning strategies, such as concept maps through which it comes to the development of metacognition and building a comprehensive knowledge structure in adult education.
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Marques, Ana Laura Dos Santos. "TEACHING THE PORTUGUESE LANGUAGE IN A CONTEXT OF FORMATION OF CHILEAN TRANSLATORS." Diacrítica 32, no. 2 (July 2, 2019): 24. http://dx.doi.org/10.21814/diacritica.431.
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The objective of this article is to examine three didactic materials used in different university courses of Portuguese language for translators of the Spanish-Portuguese pair. To that end, we have related some characteristics that mark the learning culture of our context and articulate them with the widely disseminated studies of the Portuguese as Foreign Language (PLE) area to Spanish speakers (Almeida Filho 1995; 2004; Ferreira 1998; Júdice 2005; 2013; Mendes 2011). We selected three variables for the discussion presented: i. the need to develop proficiency in Portuguese in the communicative and disciplinary fields; ii. the unskilled knowledge (Almeida Filho 1995) of Spanish speakers, leading them to not perceive the peculiarities that differentiate the two languages and that leads them to trust in the ‘easy’ of producing Portuguese; iii. the didactic resources to approach the Portuguese language forthe training of translators. Thus, we identify in the students’ learning culture the ‘easy’, related to understanding, and the ‘difficult’ related to the recurrence of grammar-based teaching. The materials presented guide our thinking on the oral and written production skills expected of our students in terms of language knowledge and practice with the textual genres equired by the university curriculum.
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Espinosa Torres, David Felipe, Iván Camilo González Bejarano, and Juliana Moreno Restrepo. "Feedback: understanding strategies and impact on EFL learning and teaching contexts." Enletawa Journal 10, no. 1 (November 19, 2018): 43–65. http://dx.doi.org/10.19053/2011835x.8669.
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Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.
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Bibby, Simon, and Anna Husson Isozaki. "Interview with Amos Paran, Specialist in L2 Reading and Literature in Language Teaching." Language Teacher 41, no. 2 (March 1, 2017): 16. http://dx.doi.org/10.37546/jalttlt41.2-3.
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Dr. Amos Paran teaches MA and PhD students at the University College London’s Institute of Education. Fluent and literate in English, Hebrew, and German himself (with a bit of Spanish and French), he is probably best known for his research and writing on literature in foreign language learning. Among the recent books he has written, edited and co-edited are Literature —Into the Classroom with Pauline Robinson (2016), Testing the Untestable in Language Education (Multilingual Matters, 2010) with Lies Sercu, and Literature in Language Teaching and Learning (2006, TESOL).
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Ihnatyeva, O. S., S. M. Koval, L. V. Uskova, and M. V. Chepurna. "Innovative methods of foreign language teaching for ESP students." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 170–78. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-170-178.
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The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.
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Khong, Hou Keat, Swi Ee Cheah, Nurul Na’imy Wan, and Susana Martínez Vellón. "Does the adapted version of The Amazing Race (AVOTAR) benefit Spanish language learning among technical students?" Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 159–96. http://dx.doi.org/10.1075/resla.15019.kho.
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Abstract Students’ lack of interest and motivation in language learning has long been the focus of language scholars and researchers. In the Malaysian Technical and Vocational Education and Training (TVET) context, this concern has posed many practical challenges particularly to the foreign language teachers. This study proposes a teaching innovation adapted from the popular reality television program, The Amazing Race, to instill and promote interest in learning Spanish among the technical students. The study on the Adapted Version of The Amazing Race (AVOTAR) was conducted using a quantitative dominant mixed methods approach in a technical university where Spanish language is a compulsory subject. The quantitative findings show that AVOTAR improves learners’ linguistic performance especially in the areas of vocabulary and reading comprehension while the qualitative findings indicate that AVOTAR helps increase learners’ motivation. This may contribute useful insights to address the challenges and improve the curriculum and instruction of foreign languages.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Sebastian, Paul L., and Rob A. Martinsen. "Facebook as a Virtual Learning Space to Connect Multiple Language Classrooms." IALLT Journal of Language Learning Technologies 45, no. 1 (October 15, 2015): 44–69. http://dx.doi.org/10.17161/iallt.v45i1.8549.
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This study examined the potential of the Facebook group utility inassisting 54 university Spanish students and pre-service Spanishteachers as they explored their roles as teachers and learners.Participants represented two Spanish language classes and twoSpanish teaching methods classes at the university level. These classeswere combined into a Facebook group and student interactions wererecorded. A qualitative case study was used to frame the 12 weekresearch project. Data were collected from the Facebook group wall,weekly student reports, and a final optional survey (n = 42). Resultswere organized with respect to how participants used the Facebookgroup, how the virtual and physical learning spaces were connected,benefits of participation as perceived by the students, and genuinenessof student contributions. Recommendations are offered for thoseconsidering the implementation of similar virtual learning spaces asextensions of face-to-face foreign language or teacher trainingclassrooms.