Relevant bibliographies by topics / Study and teaching of foreign languages

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Study and teaching of foreign languages'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Study and teaching of foreign languages"

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Khaydarova, Nigora. "Teaching Foreign Languages Using Reflexive Methods." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 322–25. http://dx.doi.org/10.37547/tajssei/volume03issue05-58.

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In this article, examples and suggestions for the use of reflux techniques in training in the study of foreign language science taught in medical universities are presented, along with ideas on how to not be afraid of learning a foreign language that will help medical students to become more mature and comprehensively educated in the future and what is important in the introduction This opens up a wide range of opportunities for discussion with the staff of the world's leading medical institutions about the symptoms of patients, their treatment methods, books published in foreign languages..
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Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.

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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another
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Rakhmetova, Sh. "Modern approaches to teaching a foreign language." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 178–88. http://dx.doi.org/10.31489/2020ped4/178-188.

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Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches
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Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.

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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.
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Saidjalalova, Sayyora, and Zulfizar Karimova. "COMPARATIVE STUDY OF FOREIGN AND NATIVE LANGUAGES." Scientific Journal of Polonia University 32, no. 1 (2019): 107–9. http://dx.doi.org/10.23856/3213.

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This work is focused on a formation of students’ cognitive interest to learn foreign languages, namely English language. Moreover, it is considered that increasing influence of scientific presentation of English language on all types of science, culture, art, and literature becomes main the issue of teaching. Obviously, foreign languages learning approach should be noticeably enhanced, taking into account the emphasis on the development of the oral speech of any student in order to use the language within their specialty. Another problem which is raised in this paper is contrasting and comparative analysis of two languages, native and learning.
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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (2016): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s15.

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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (2016): 1–14. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s5m.

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Логинова, Наталия, Nataliya Loginova, Галина Чудайкина, Galina Chudaykina, Валентина Костоварова, and Valentina Kostovarova. "Application features of case study method in teaching a foreign language at high school." Universities for Tourism and Service Association Bulletin 10, no. 1 (2016): 66–73. http://dx.doi.org/10.12737/17739.

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The article is devoted to the application of one of the most modern and actively used interactive methods of teaching foreign languages at non-linguistic University – a case study. Method of case study is focused on students teaching methodology and develops critical thinking and communication skills of interpersonal communication. This method can be used to motivate students to use foreign language more in class. The authors believe that the method of case study is interdisciplinary by its nature and provides an opportunity to apply theoretical knowledge in practice. The article emphasizes that working with cases requires students’ active development of research skills and skills in using multiple data sources. The authors believe that the types of case study can be different, it depends on the difficulty level and language skills of the students, so it’s necessary to choose the right kind of problem of the lesson appropriate to the level of knowledge of this group. Method of case study contributes to the development of skills in written and oral communication, as well as improves skills of cooperation and teamwork. The authors pay attention to the fact that classes using techniques of case study put students in a real situation, teaching them organizational skills such as the ability to hold a business meeting, to negotiate, to prepare and deliver presentations. The article describes the stages of the work, showing the advantages and difficulties of applying case study in the foreign language. When using this method of teaching it is necessary to equip classrooms with modern teaching technical facilities. The aim of this article is to determine the value of case study method as one of interactive methods of teaching foreign languages at the University, to familiarize the reader with the experience of using this method in teaching foreign languages at the Russian state University of tourism and service.
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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.

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Abstract Objective: The purpose of the article is to study current trends in the field of language policy. Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union Findings: The main trends of language policy are life-long learning, students’ mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence. Value Added: Analysis of the current trends in the development of foreign language competence in higher education. Recommendations: The study of world trends in the training of specialists in general and language policy in particular.
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Yunusova, Yorkinoy Bakhodir kizi, Shahlo Akmalovna Valiyeva, Sherali Abduvaliyevich Jalolov, and Zebo Xakimjon qizi Botirova. "Modular training in teaching foreign languages." International Journal on Integrated Education 3, no. 1 (2020): 13–14. http://dx.doi.org/10.31149/ijie.v3i1.258.

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This article deals with the meaning of the phenomena «module training». This term by the study of foreign language exists from the end of previous centure. Module training in the course of vocational training in higher educational establishment forms and develops self-dependence by studies and self-analysis. Attempt was made to analyze advantages and disadvantages of module training.
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Dissertations / Theses on the topic "Study and teaching of foreign languages"

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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.
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Berg, Kristofer K. "A comprehensive study of the teaching of foreign language at the elementary school level." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bergk.pdf.

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Macedo, Celia Maria Macedo de. "A functionally-based course for adult foreign language learners in Brazil." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/471713.

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This creative project consists of a course syllabus and materials based on the functional approach. It was designed for students of English at Universidade Federal do Para in Brazil.The first chapter is about the teaching-learning situation where the syllabus will be applied; the second chapter is the proposed syllabus; the third chapter consists of the teacher's manual; and the fourth chapter is the students' book.
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Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.

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Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.

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This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first language (Ll) translation silently while writing it down4. Verbal-written repetition (VWR): repeating the foreign word with its first language (L1) translation out loud while writing it downThe following hypotheses were investigated in this study:1. For Saudi EFL college learners rote repetition (RR) is an effective learning strategy in vocabulary learning for both short and long term retention.2. In terms of their impact on short-and-long-term retention, the four RR strategies investigated in this study are predicted to be ranked as follows: VWR > SWR > VR > SR.Four treatment groups with a total of one hundred and thirty three freshmen Saudi students majoring in English language and translation participated in this study. Each group was introduced to one of the above repetition strategies, trained to use the strategy, and instructed to carry out a vocabulary learning task using the specified strategy. The learning task was a memorization task of new English words with their Arabic equivalent translations. An iaanediate recall test (IRT) was administered right after the learning task was carried out followed by a one-week delayed recall test (DRT).The results obtained from participants' scores on both recall tests indicate that rote repetition strategies are effective strategies for Saudi EFL college students and help them in increasing their retention scores. The results also indicate that the SWR and VWR are more effective memorization strategies than VR and SR. The former strategies yielded better retention not only on the IRT but also on the DRT.College of Architecture<br>Department of English
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Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.

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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.
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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.

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Fisher, Linda. "Constructing beliefs in the foreign language classroom using metaphor as a sociocultural tool." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648820.

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Lin, Shaojuan. "Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/283.

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Previous research indicates that former schooling is an important factor to shape teachers' beliefs about teaching; teachers change the way they teach when their beliefs about foreign language teaching change. However, little research has discovered direct evidence concerning the processes that effect change in teacher beliefs. This study investigated the relationship between teachers' pedagogical paradigms and practices in Chinese language classrooms. Specifically, a qualitative analysis of educated teachers born in China examined how early pedagogical frames were formed, and then transformed in the context of American classrooms. Results of this study indicate that early schooling, language learning, and initial teaching experiences have a powerful effect on Chinese teachers' epistemological beliefs and pedagogical practices. Indeed, embedded and unexamined beliefs can inhibit effective teaching of Chinese language and lead to traditional behaviorist-centered learning approaches. However, these data indicate that critical reflection on preconceptions, beliefs, values, principles, and practices can become a precursor for constructivist and transformational Chinese language teaching and learning. The Lin Transformational Teaching and Professional Development Model demonstrates how traditional Chinese language approaches can be transformed into more effective epistemological and pedagogical strategies through assessment and reframing, consideration of cultural contexts, incorporation of diversity, and inclusion of continual professional reflection. Implications of the Lin Model to increase teacher competence and learner proficiency are recommended in four areas (individual professional development, collaborative professional development, teacher training programs, and students of Chinese) and are applicable to three different types of departments: foreign languages and literatures, applied linguistics, and education.
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Britz, Lize. "Suggestopaedie als alternative Methode in der aktuellen Diskussion zu Fremdsprachenmethoden : Theorie und Praxis im sudafrikanischen DaF-Kontext." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85772.

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Thesis (MA)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The following thesis aims to contribute to the field of teaching German as a foreign language. It investigates the evolutionary history of Suggestopaedia, an alternative teaching method which originated during the late 1970s. The Bulgarian psychiatrist, Dr. Georgi Lozanov, discovered that relaxation and a stress-free environment promote both accelerated learning and memory retention. Further research proves that the combined elements and techniques of this method play a significant role to positively manipulate brain activity as well as individual perceptions, which could eventually result in the development of the personality. The author of this study analyses both the contributions and shortcomings of Suggestopaedia, reporting from personal experience gathered while teaching at a university in South Africa, and subsequently suggests an altered version of the suggestopaedic teaching ways. Various foreign language teaching methodologies are examined and evaluated while the main focus remains on Suggestopaedia and its principle of holistic learning. By exploiting the eclectic aspects of the suggestopaedic teaching method, this thesis investigates to what extent selected elements of different conventional methods can be integrated into Suggestopaedic teaching. Thereby the author ultimately proposes a holistic, enriched and modernized variant of Lozanovs Suggestopaedia for the teaching of German at schools in South Africa, by demonstrating practical examples executed at a private school.<br>AFRIKAANSE OPSOMMING: Hierdie tesis poog om ʼn bydrae te lewer tot die gebied in die onderrig van Duits as ʼn vreemdetaal. Dit ondersoek die evolusionêre geskiedenis van Suggestopedie wat as „n onderrigmetode in die laat 1970‟s ontstaan het. Die Bulgaarse psigiater, dr. Georgi Lozanov, het bevind dat „n ontspanne en stresvrye omgewing beide versnelde leer en geheue retensie bevorder. Verdere navorsing toon dat die gekombineerde elemente en tegnieke van hierdie metode „n betekenisvolle rol speel om brein-aktiwiteit positief te manipuleer en individuele persepsies positief te beïnvloed, wat ten slotte ʼn persoonlikheidsontwikkeling tot gevolg kan hê. Die skrywer van hierdie studie analiseer sowel die bydrae asook die tekortkominge van Suggestopedie aan die hand van persoonlike ervaring wat versamel is tydens onderrig aan „n Suid-Afrikaanse universiteit. Hieruit word dan „n gewysigde weergawe van suggestopediese onderrig voorgestel. Verskeie vreemdetaal-onderrigmetodes word ondersoek en geassesseer, terwyl die fokus steeds op Suggestopedie en die beginsel van holistiese leer bly. Deur gebruik te maak van die eklektiese aspek van die suggestopediese leermetode, ondersoek die skrywer tot watter mate geselekteerde elemente van verskillende konvensionele metodes geintegreer kan word met Suggestopedie. Met bogenoemde navorsing inaggeneem, stel die skrywer gevolglik „n holistiese, verrykte en gemoderniseerde weergawe van Lozanov se Suggestopedie voor, aan die hand van praktiese voorbeelde wat by „n privaatskool toegepas is.
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Books on the topic "Study and teaching of foreign languages"

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

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Teaching foreign languages in the block. Eye on Education, 1998.

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Ron, Addelman, ed. The practice of foreign language teaching. D. Fulton Publishers, 1992.

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Teaching foreign languages in the primary school. Routledge, 2012.

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

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

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İpek, Hülya. Foreign language teaching anxiety. T.C. Anadolu Üniversitesi, 2007.

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Pachler, Norbert. Modern foreign languages: Teaching school subjects 11-19. Routledge, 2007.

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Pachler, Norbert. Modern foreign languages: Teaching school subjects 11-19. Routledge, 2007.

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Grauberg, Walter. The elements of foreign language teaching. Multilingual Matters Ltd., 1997.

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Book chapters on the topic "Study and teaching of foreign languages"

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Baran-Łucarz, Małgorzata. "Foreign Language Pronunciation and Listening Anxiety: A Preliminary Study." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_15.

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Neff, JoAnne. "Contrasting English-Spanish interpersonal discourse phrases: A corpus study." In Phraseology in Foreign Language Learning and Teaching. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.08aer.

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Zhu, Xiaohua. "Study of Virtual Learning Community on Foreign Language Teaching." In Proceedings of the 2012 International Conference on Cybernetics and Informatics. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_48.

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Puntil, Donata. "Becoming a Language Professional in Higher Education: A Psychosocial Case Study." In Negotiating Identity in Modern Foreign Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27709-3_5.

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Piasecka, Liliana. "Activating Character Strengths Through Poetic Encounters in a Foreign Language—A Case Study." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_5.

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Waddington, Julie. "Assessment for Learning, Learning for All: A Case Study in the Foreign Language Classroom." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_9.

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Richardson, Christina. "How a Community of Practice Shapes a Modern Foreign Language Teacher’s Views of Herself as a Teacher over Time and Space: A Biographical Case Study." In Negotiating Identity in Modern Foreign Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27709-3_7.

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Housen, Alex. "A corpus-based study of the L2-acquisition of the English verb system." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.08hou.

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Medve, Vesna Bagarić, and Višnja Pavičić Takač. "The Influence of Cohesion and Coherence on Text Quality: A Cross-Linguistic Study of Foreign Language Learners’ Written Production." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_7.

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Zhang, Ning. "Study of Online Teaching Website of Spoken Foreign Language Based on PHP." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35398-7_11.

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Conference papers on the topic "Study and teaching of foreign languages"

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

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Foreign language teachers have been forced to position themselves as thoughtful practitioners who are looking for opportunities to combine the principles of methodology and pragmatism in order to most effectively fulfill their mission. It is the efficiency of the foreign languages course that is the main goal today. The purpose of this study is to analyze the didactic principles of teaching foreign languages so that teachers could combine various didactic principles with modern trends in learning
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Mamontova, N. Yu. "METHODICAL EXPLANATION OF THE IMPLEMENTATION OF THE MULTIPLE INTELLIGENCE THEORY IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.62-80.

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The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.
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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.
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ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

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This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.
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Mukhammad, Khalid Innaiat Ali, and Irina Mikhailovna Timofeeva. "Reliance on invariant grammatical content when teaching the Russian language to foreign students." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-33230.

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Annotation The article is devoted to the pedagogical strategy of modeling the educational process of foreign students based on the invariant content of contacting languages: studied - Russian and native - Urdu, taking into account the structures of the intermediate language (English). As the material of the study, the grammatical category of the verb type included in the standard text is considered, producing certain invariant meanings (invariant semantic content). The aim of the work is to model the pedagogical strategy of teaching the Russian language to Pakistani and Indian students at level A0 - A2, based on universal semantic content. The novelty of the search is the creation of a nationally oriented pedagogical strategy based on invariant (universal) units of contact languages.
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Burakova, Daria, Oksana Sheredekina, Maya Bernavskaya, and Elena Timokhina. "Video Sketches as a Means of Introducing Blended Learning Approach in Teaching Foreign Languages at Technical Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.005.

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The topicality of the article is determined by the widespread use of blended learning approaches in higher education, especially in studying foreign languages. With the limited number of classroom hours proposed for teaching foreign languages at technical universities, it became very relevant to introduce various alternative out-of-class monitoring methods. The aim of the research is to investigate the effectiveness of introducing video sketches as the way to improve the process of foreign language studying at technical universities. The authors assume that recording video monologues could facilitate students’ speaking abilities, reduce the level of their anxiety compared to delivering monologues in class and could stimulate the effective use of classroom hours for teaching foreign languages. To prove this hypothesis the authors of the study conducted an experiment in Peter the Great St. Petersburg Polytechnic University during the autumn term of 2019-2020 academic year with the total number of 232 participants randomly chosen from 1-course students of technical specialties with different levels of English language proficiency. The possibility to record a monologue instead of delivering it face-to-face was considered as the IV (independent variable) of the experiment. Such research method as an open-close questionnaire was used afterwards to identify the students’ satisfaction with the proposed alternative as well as the analysis of the exam results at the end of the course. These results as the part of the students’ academic performance represented the DV (dependent variable) of the experiment. The obtained data showed that students of the experimental group passed their exam significantly better than the students of the control group. Thus, the present survey proved that students of the experimental group would prefer to record video sketches instead of delivering monologues face to face and that making video monologues improved their fluency and helped overcome some psychological barriers. On the basis of the research and the results obtained during the experiment, the authors conclude that the application of video monologues in the process of teaching foreign languages is highly promising.
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Ksenia, Zayachkovskaya, and Ekaterina Budnik. "Context Boards in the Teaching Foreign Languages and Philological Disciplines." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3104.

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Developing modern technologies in the education sector requires brand new decisions to improve the proceeding and memorise information. The accelerated study rate reduces the amount of concentration and accessible time, so an average student experiences difficulty gathering knowledge and required skills. When placed in such conditions, students and teachers find extraordinary methods for lessons and exercises to simplify acquiring knowledge and fulfilling all the tasks. The Context Board represents the specified topics and provides the ability to disclose a sufficient level of knowledge appropriately. The mentioned draft is based on different ways of memorising and popular technical capacity. The main purpose of this study is to determine the optimal method of the material presentation within the framework of the developed project. The experiments have shown the overall effectiveness of the context boards. The method itself takes into consideration the features of persons with different types of information perception. It is also essential that organising the specified and requested topics allows to systematise information and realise all the significant connections between different subjects and choose the study format. Keywords: context board, educational technology, thematic board, memorisation techniques
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Makarova, E. N., and I. S. Pirozhkova. "Digital Storytelling as a Means of Competence Development in Teaching Foreign Languages: Experimental Study." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.125.

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Juzeleniene, Saulute, and Saule Petroniene. "CONCEPTUAL METAPHORS IN FOREIGN LANGUAGE TEACHING / LEARNING: CASE STUDY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0848.

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Lin, Yinhua. "A Study on Blended Learning Mode Applied in Foreign Languages Teaching as Exemplified by Microlecture." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. ACM, 2021. http://dx.doi.org/10.1145/3456887.3457082.

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Reports on the topic "Study and teaching of foreign languages"

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

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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