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Journal articles on the topic 'Teaching modern languages'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Honeycutt, Charles Allen, and Geoffrey Richardson. "Teaching Modern Languages." Modern Language Journal 70, no. 1 (1986): 60. http://dx.doi.org/10.2307/328074.

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2

Rakhmetova, Sh. "Modern approaches to teaching a foreign language." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 178–88. http://dx.doi.org/10.31489/2020ped4/178-188.

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Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches
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3

Abdukarimovna, Tashmatova Madina. "Lexical Homonyms In Modern English And Uzbek." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 128–34. http://dx.doi.org/10.37547/tajssei/volume03issue06-22.

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Mainly seen in rising interest to learning foreign languages in our state. There has been made many attempts to create new ways and methods of teaching foreign languages. This research is based on language properties of purely English language, and comparative analysis linguistic features between English and Uzbek. The rising interests to learning foreign require establishing new methods and ways of teaching language. The most effective method of teaching language is considered to find counterparts of language units and expressions from Uzbek language. Besides that it is important to take into consideration special features of national similarities of native language.
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4

Phillips, David. "Reading Modern Languages: the dilemmas of university language teaching." Oxford Review of Education 15, no. 1 (January 1989): 99–100. http://dx.doi.org/10.1080/0305498890150109.

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Mukhamedova, Odina Makhamadaliyevna, Nazira Abdusamatovna Akramova, Maftuna Asatullo Qizi Boboraimova, and Nargiza Salaxiddinovna Atabayeva. "Effectiveness Of Applying Modern Methods In Foreign Language Teaching." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 244–51. http://dx.doi.org/10.37547/tajssei/volume03issue04-37.

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In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.
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6

Conklin, William E. "Teaching Critically within a Modern Legal Genre." Canadian journal of law and society 8, no. 2 (1993): 33–57. http://dx.doi.org/10.1017/s0829320100003161.

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AbstractThis paper argues that the effort to teach law critically from the external viewpoint reinforces the ideological and social function of a professional law school in a modern state. One should realize that law is a language, a secondary language that conceals suffering as it parasitically assimilates all primary discourses. The professional law school of a modern state aids in the production of such concealment. Examples are offered from different areas of legal discourse as well as from the author's experiences. The suffering arises from the concealment of the languages of embodied subjects, whose harm can only be recognized through the chains of authoritative signifiers that the professor pro-fesses. The secondary legal language either excludes the primary languages or redefines the subject's experience. Further, the legal language is inculcated into the subject's language to the point that the citizen must identify with the secondary legal language or, if not, may be authoritatively en-forced to do so. The second sense of suffering aggravates the first.
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7

Simonok, Valentyna. "Modern Approaches to Foreign Languages Teaching." Problems of Legality, no. 132 (April 20, 2016): 215. http://dx.doi.org/10.21564/2414-990x.132.60596.

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8

Yushko, G. P. "MODERN APPROACHES TO TEACHING FOREIGN LANGUAGES." Bulletin of the Angarsk State Technical University 1, no. 13 (December 15, 2019): 287–90. http://dx.doi.org/10.36629/2686-777x-2019-1-13-287-290.

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Meacher, Derek, and Kit Field. "Issues in Modern Foreign Languages Teaching." Modern Language Review 98, no. 1 (January 2003): 264. http://dx.doi.org/10.2307/3738275.

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10

Dilrabo Kadirjanovna, Abdurakhmanova, Sadriddinova Dildora Maxammadjonovna, and Abduvoxidova Xushnoza Muxtorali daughter. "Features of modern methods of teaching foreign languages." International Journal on Integrated Education 2, no. 6 (December 11, 2019): 78–80. http://dx.doi.org/10.31149/ijie.v2i6.206.

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This article discusses the peculiarities of modern methods of teaching foreign languages. The advantages, advantages and disadvantages of using modern techniques are considered. The article proposes effective language teaching techniques
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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.

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Abstract Objective: The purpose of the article is to study current trends in the field of language policy. Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union Findings: The main trends of language policy are life-long learning, students’ mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence. Value Added: Analysis of the current trends in the development of foreign language competence in higher education. Recommendations: The study of world trends in the training of specialists in general and language policy in particular.
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12

Palea, Lucia-Larissa, and Gabriela Mihăilă-Lică. "Collaborative Communicative Techniques in Teaching Foreign Languages." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (June 1, 2016): 469–73. http://dx.doi.org/10.1515/kbo-2016-0080.

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Abstract Collaborative communicative techniques are essential in teaching foreign languages. Our article presents a few modern methods and techniques used in the practice of teaching foreign languages. The aim was to discover what methods are still the most frequently used in the teaching of foreign languages, focusing on communicative techniques in teaching German as a foreign language. The use of collaborative communicative techniques during foreign language classes enables the students to easily acquire vocabulary by means of a process that is both stimulating and enjoyable. The students develop what the specialists call “learner autonomy”, becoming more confident and independent. The conclusion we have reached is that traditional methods still coexist with modern ones, an eclectic approach being highly efficient in teaching foreign languages.
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13

Sh.Sh., Tuychibaeva. "Modern Pedagogical Technologies Of Teaching The Russian Language At The University." American Journal of Social Science and Education Innovations 03, no. 01 (January 20, 2021): 115–19. http://dx.doi.org/10.37547/tajssei/volume03issue01-22.

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The entry of the Republic of Uzbekistan into the world market, the expansion of international relations necessitates the formation of the language culture of students in foreign languages, especially world languages, which include the Russian language. The purpose of this work is to show the possibilities of using modern pedagogical technologies and techniques in teaching Russian to students of national groups. The objectives of the study are determined by the following: presentation of innovative learning models, description of the methods used and methods of organizing the learning process based on the experience of teaching the Russian language. comparative and descriptive methods were used. The article reveals the possibilities of using innovative teaching methods in the practical course of the Russian language. The concept of "innovative learning" is defined, which includes a personal approach, fundamental education, creativity, professionalism, use of the latest technologies. The tasks of innovative teaching are indicated, including: optimization of the teaching and educational process, creation of an environment for cooperation between a teacher and a student, development of long-term positive motivation for learning, selection of material and methods of its presentation. Describes the variety of technologies and techniques that have become widespread in pedagogical practice and used in the practical course of the Russian language. Their choice is determined by the goals, objectives, stages of the lesson, the level of students' knowledge. Particular attention is paid to methods and technologies of innovative teaching. The author dwells separately on such techniques as: "fish skeleton", "chain", "matching", "scissors", "T-diagram", "Venn diagram", "5-minute essay". The effectiveness of the use of multimedia presentations in the learning process is substantiated.
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Couper, Heidi. "Teaching modern languages to visually impaired children." Language Learning Journal 13, no. 1 (March 1996): 6–9. http://dx.doi.org/10.1080/09571739685200031.

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Grenfell, Michael. "Theory and practice in modern languages teaching." Language Learning Journal 16, no. 1 (September 1997): 28–33. http://dx.doi.org/10.1080/09571739785200241.

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Lewis, Derek, and Norbert Pachler. "Teaching Modern Foreign Languages at Advanced Level." Modern Language Review 98, no. 3 (July 2003): 807. http://dx.doi.org/10.2307/3738395.

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17

Amirova, A., and G. Rahmetova. "The technology of teaching a foreign language in a technical university." Pedagogy and Psychology 45, no. 4 (December 31, 2020): 194–204. http://dx.doi.org/10.51889/2020-4.2077-6861.24.

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This work studies the problems of teaching foreign languages in modern education, namely in technical universities, are studied. The article highlights the features of modeling the system of teaching foreign languages. The purpose of the article is to study models of teaching in pedagogy and didactics, using examples proposed by various scientists on the methodology of teaching foreign languages in technical universities. Some methodological principles and features of teaching a foreign language at a technical university are considered, based on the criterion for the development of professional competence. The current technologies of teaching a foreign language to students in higher technical school are highlighted, the final result of which is the transition from mastering language means to the formation of speech skills in students and the development of speech skills. The specificity of the contingent of students of a technical university is that the curriculum includes mastering a foreign language as a means of further self-education and self-development, and modern youth are well aware of the advantages of knowing a foreign language. The paper analyzes modern foreign language teaching in a technical university within the framework of a personality-oriented educational approach, on the basis of different methodological approaches, discloses the concepts of the educational process as a system consisting of the proposed structural components - the hierarchy of learning goals, information technology support of the educational process, student, teacher. The characteristic features of the system of teaching foreign languages in technical universities, which takes into account the peculiarities of the educational space of a modern university, are highlighted and described. The introduction of this system will bring the teaching of foreign languages to a new level that meets the modern requirements for training specialists.
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18

Rababah, Ibrahim Hassan Mohamed. "The Reality of Using Modern Teaching Methods in Teaching Arabic for Speakers of other Languages from Teachers’ Perspective." Journal of Social Sciences (COES&RJ-JSS) 9, no. 1 (January 1, 2020): 58. http://dx.doi.org/10.25255/jss.2020.9.1.58.94.

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The current study aims at finding out the reality of using modern teaching methods in teaching Arabic for speakers of other languages from teachers’ perspective in the Language Center at the University of Jordan in terms of its availability and use as well as finding out the effect of variables such as qualification, work experience, and sex. The sample of the study included 26 teachers. The researcher uses a descriptive and analytical method because it is appropriate for the study. To achieve the goals of the study, the researcher designed a tool for the study that is made up of two parts; the first of which includes 23 modern teaching methods to show their availability and use. The second of which are the criteria that have to be taken into consideration when using a modern teaching method. To analyze the results of the study and to process its data statistically, arithmetic averages and standard deviations have been calculated. These findings show the reality of modern teaching methods in the Language Center at the University of Jordan. They also indicate that the use of modern teaching methods in teaching Arabic to speakers of other languages is restricted to a certain number of them, and that other methods are available.The findings also indicate that there are no statistically significant differences due to qualification except for the modern teaching methods and their relation to teachers as well as learners. The findings also indicate that thereare no statistically significant differences due to sex except for the relationship of modern teaching methods to teachers as well as to learners, which are in favor of females. The findings indicate that there are substantial statistical differences due to different experience and in favor of experienced teachers with 11 years of experience and more. Based on these findings, the researcher recommendsintroducing more modern teaching methods in teaching Arabic to speakers of other languages. He also recommends carrying out similar studies to identify the perspectives of teachers, learners, and the administration of centers and institutes concerned with teaching Arabic for speakers of other languages. These studies are necessaryto find out the reality of the use of modern teaching methods and their importance in teaching Arabic to speakers of other languages. The researcher stresses the necessity of having special labs for modern teaching methods in language centers.
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Щукин and Anatoliy Shchukin. "A competence and competent approach to the languagе teaching." Modern Communication Studies 1, no. 1 (November 12, 2012): 0. http://dx.doi.org/10.12737/75.

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This article is dedicated to the key problem of modern pedagogies and teaching of modern languages: meaning of same conception: competence, competence approach in position of teaching Russian as a second language.
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20

Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.

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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another
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21

Barton, Amanda. "Teaching modern foreign languages to single-sex classes." Language Learning Journal 25, no. 1 (June 2002): 8–14. http://dx.doi.org/10.1080/09571730285200041.

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22

Antenos, Enza, Vera Adamantova, Leonard G. Sbrocchi, and Rodney Williamson. "L2 and Beyond: Teaching and Learning Modern Languages." Italica 72, no. 4 (1995): 534. http://dx.doi.org/10.2307/480184.

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23

Bakhronova, Dilrabo, Muminova Dilshodakhon Abduvakhitovna, Khodjakulova Feruza Rustamovna, Hashimova Sabohat, and Musaeva Shahzoda Ibrohimovna. "Peculiarities of intercultural competence in teaching foreign languages." Religación. Revista de Ciencias Sociales y Humanidades 4, no. 18 (August 30, 2019): 221–24. http://dx.doi.org/10.46652/rgn.v4i28.423.

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The article deals with the issues related to intercultural competence in teaching foreign languages. The modern world and society are increasingly in need of people who can think creatively, analyze, and understand others. And a foreign language is one of the best tools to develop these skills. Comparison of countries, people, customs, traditions, cultural heritage stimulates and motivates the desire to increase and deepen the knowledge about other countries and their own country. At the center of the modern personality-oriented concept is the personality of the student, his needs, and interests. The main goal of teaching a foreign language is seen in the formation of communicative and intercultural competencies among pupils. In the process of teaching foreign languages, both competencies are formed interconnected intercultural competence is formed based on communicative and in the process of its development. Each lesson of a foreign language is a crossroads of cultures this is the practice of intercultural communication because each word reflects a foreign world and a foreign culture.
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Muhammadieva, Halima. "The importance of the professional competence of forign language teachers." Общество и инновации 2, no. 5/S (July 5, 2021): 528–31. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp528-531.

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Today, the process of reforming the teaching of foreign languages ​​has intensified due to the globalization of social, economic and political problems around the world. Teaching and learning foreign languages ​​is becoming a vital necessity for every nation. In modern Uzbekistan, the role of teaching and developing foreign languages, especially English, is currently of great value. Learning English is a necessity of life and is one of the basic requirements of modern society. In this article, the author addresses the problem of the professional competence of foreign language teachers which are necessary for successful pedagogical activity.
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Abdykhalykova, Akzhan. "Modern Technologies in Foreign Language Teaching: The Case of L.N. Gumilyov Eurasian National University." Economics and Culture 16, no. 2 (December 1, 2019): 39–45. http://dx.doi.org/10.2478/jec-2019-0020.

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Abstract Research purpose. The teacher of higher education should motivate students to use modern information technology training to study the discipline and develop professional competencies in foreign language teaching. The purpose of this research is to highlight the problem of finding the optimal didactic capabilities of modern information technologies used for improving the system of training specialists in the field of foreign languages teaching and to discuss the results of current studies in this direction. Design/Methodology/Approach. The authors summarized the relevant literature and results of the research and teaching experience. The main theoretical methods of research are modelling and designing the process of incorporating modern information technologies into foreign language teaching at the university. Theoretical methods are supplemented by empirical methods, such as observation, survey, testing, experimental work and methodological analysis. Findings. The article reveals the main components of the system of using modern technologies of foreign languages teaching at Theory and Practice of Foreign Languages Department of L.N. Gumilyov Eurasian National University. The article presents a description of training and monitoring online programs, their approbation in real conditions of pedagogical activity, the results of a pedagogical experiment, which proves the effectiveness of using modern technologies in the training of foreign and second language students. Originality/Value/Practical implications. The electronic educational materials, recommendations developed by the authors, can be used in the teaching of foreign language and can serve as a basis for the development of information, communication and instrumental provision in other subjects. The need for further research is as follows: to create online platforms, multimedia and testing programs and to develop variants of using modern technologies in foreign language teaching.
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Hontarenko, I. S. "USE OF MODERN APPROACHES IN TEACHING FOREIGN LANGUAGES IN NON-LANGUAGE INSTITUTIONS." Innovate Pedagogy 1, no. 21 (2020): 178–81. http://dx.doi.org/10.32843/2663-6085/2019.21.1-38.

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Smith, S. "The TeMoLaYoLe Book: Teaching Modern Languages to Young Learners,Teaching Foreign Languages in the Primary School." ELT Journal 63, no. 3 (June 16, 2009): 280–84. http://dx.doi.org/10.1093/elt/ccp041.

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Ma, Haili. "Cultural and creative industries in modern languages." Arts and Humanities in Higher Education 18, no. 2-3 (May 2019): 216–30. http://dx.doi.org/10.1177/1474022219829397.

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This paper explores Cultural and Creative Industry (CCI) teaching and curriculum development across disciplines, based on a case study of a newly established Cultural and Creative Industry (CCI) programme at the School of Modern Languages, Cardiff University, UK. It illustrates how different academic values and goals influence styles of teaching and curriculum development, and it considers how this drives disciplinary evolution. As CCI increasingly attracts international students, in particular from China’s middle-class market, this paper questions the direct ‘import’ of western CCI for Chinese students, in terms of both content relevance and programme development sustainability. This paper suggests that curriculum evolution should be viewed as key for UK higher education to retain market competitiveness, especially a pending ‘Brexit’.
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VYSOTCHENKO, SVITLANA, and IRYNA MALYNOVSKA. "PECULIARITIES OF TEACHING FOREIGN LANGUAGES IN TERMS OF DISTANCE LEARNING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 90–98. http://dx.doi.org/10.25128/2415-3605.21.1.11.

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The article reviews the key peculiarities of teaching foreign languages in the conditions of distance learning. It has been established that the basis of modern paradigms of education consists in scientific and theoretical concepts reflecting the main features of reality. These include personality-oriented learning, individualization and differentiation of educational activity, the formation of motivation to learn, self-development of students and etc. The given conceptual ideas of education are successfully implemented in modern information and educational environment. This provides the organization of the educational process due to information and communication technologies both in person and remotely. Modern paradigms of teaching foreign languages reflect the main features of the modern educational system. The article has considered distance learning as one of the actual areas of modernizing education, as well as the peculiarities of teaching foreign languages ​​in terms of distance learning. It has been summarized that the process of introducing distance learning into the educational system in different countries has its own peculiarities. The specificity of the subject “Foreign language” is correlated with the specifics of distance learning, the main peculiarities of which are network (remote) interaction of all participants of the learning process and a relatively bigger scope of individual work conducted in the form of “Just in time”, interactivity, selection and structuring of educational materials (authentic texts), pedagogical technologies, etc. It has been concluded that distance learning is a motivating factor in learning foreign languages. It contributes to the achievement of personal, metadisciplinary, subject learning outcomes and, ultimately, achieving the aim of learning foreign languages, that is forming foreign language communicative competence
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Kulmagambetova, S. S., and A. A. Shalabayeva. "USING OF MODERN EDUCATIONAL TECHNOLOGIES IN TEACHING ENGLISH FOR HIGH SCHOOL." Globus 7, no. 4(61) (June 3, 2021): 29–31. http://dx.doi.org/10.52013/2658-5197-61-4-8.

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The article analyzes the feasibility of introducing modern information and computer technologies, multimedia tools, and advanced techniques in the process of mastering a foreign language. The necessity of using innovative technologies in the practice of teaching foreign languages is analyzed.
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Kulmagambetova, S. S., and A. A. Shalabayeva. "Using of modern educational technologies in teaching English for high school." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 74, no. 4 (2021): 69–72. http://dx.doi.org/10.18411/lj-06-2021-140.

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The article analyzes the feasibility of introducing modern information and computer technologies, multimedia tools, and advanced techniques in the process of mastering a foreign language. The necessity of using innovative technologies in the practice of teaching foreign languages is analyzed.
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Boychayeva, D. R., D. A. Rahmanova, and M. B. Yuldasheva. "Modern methods of teaching foreign languages to the university." International Journal on Integrated Education 2, no. 6 (December 4, 2019): 18–20. http://dx.doi.org/10.31149/ijie.v2i6.189.

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Vasilizhenko, M. V., E. А. Korotkov, and V. S. Mukharkina. "GAMIFICATION AS A MODERN METHOD OF TEACHING FOREIGN LANGUAGES." Современная высшая школа инновационный аспект, no. 2 (2020): 43–50. http://dx.doi.org/10.7442/2071-9620-2020-12-2-43-50.

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Price, Valerie. "The Teaching of Modern Languages to Visually Impaired Children." British Journal of Visual Impairment 11, no. 3 (November 1993): 119–20. http://dx.doi.org/10.1177/026461969301100320.

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Monahan, Diana. "The Teaching of Modern Languages To Visually Impaired Children." British Journal of Visual Impairment 12, no. 2 (July 1994): 66. http://dx.doi.org/10.1177/026461969401200212.

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Meacher, Derek. "Book Review: Teaching modern foreign languages at advanced level." Language Teaching Research 5, no. 1 (January 2001): 85–88. http://dx.doi.org/10.1177/136216880100500106.

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Trotsiuk, A. M., and O. V. Yasinska. "Application of modern innovative technologies in foreign languages teaching." Science and Education a New Dimension IX(248), no. 23 (February 22, 2021): 102–4. http://dx.doi.org/10.31174/send-ph2021-248ix73-25.

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Yerejepbaevna, Uzaqova Qansuluv. "Modern technologies and foreign experience in teaching foreign languages." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 307–11. http://dx.doi.org/10.5958/2249-7137.2021.00636.4.

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Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.

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At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.
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BARTOSH, Dana, Elena STOYANOVA, Natalya GALSKOVA, and Stefk PETKOVA-KALEVA. "TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF COGNITIVE AND CONCEPTUAL PRIORITIES OF MODERN EDUCATION." Ezikov Svyat (Orbis Linguarum) 18, no. 1 (March 27, 2020): 186–96. http://dx.doi.org/10.37708/ezs.swu.v18i1.22.

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The purpose of this paper is to consider the problems of teaching foreign languages as one of the priorities of the modern educational process at different levels. The paper focuses on the priority of the humanitarian paradigm and the impact of the linguocultural situation and the linguistic and cultural environment on the formation of the educational environment and personal development in modern conditions, the similarity of key skills and trends in the development of the educational system in Bulgaria and Russia is established. The cognitive-communicative approach to teaching foreign languages, based on the development and activation of cognitive mechanisms of students and the modernization of the educational environment using cognitive techniques and technologies, determines the effectiveness and quality of teaching foreign languages. Foreign language competence is a necessary and integral part of the communicative competence of an educated person in the modern world. Special attention in thе paper is paid to the specifics of teaching a foreign language (as opposed to the native /or the second native one) outside the sphere of communication.The further development of foreign languageteaching methods of various types of monasticism, in our opinion, will provide not only mastery of the language, but also its successful assimilation.
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Bondarchuk, Larysa, Lesia Iermak, and Tamara Podgurska. "INNOVATIVE METHODS AND IT TECHNOLOGIES IN THE TEACHING OF MODERN LANGUAGES AT THE ECONOMIC UNIVERSITY (ON THE EXAMPLE OF TEACHING UKRAINIAN AND POLISH LANGUAGES AS FOREIGN)." Scientific Journal of Polonia University 28, no. 3 (April 10, 2018): 121–29. http://dx.doi.org/10.23856/2815.

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The article presents the specific character of teaching foreign languages – "Ukrainian as a foreign language" and "Polish as a foreign language" – for students-economists at Kiev National Economic University named after Vadym Hetman. The basic assumptions of these disciplines are the principle of regularity, the orientation on achieving linguistic communication, and familiarizing students with vocational vocabulary. Disciplines are aimed at teaching practical knowledge of Ukrainian and Polish as foreign languages, shaping cultural (real-life) competences and familiarizing with the normative principles of functioning of these languages in various communication situations. Particular attention is also paid to the use of innovative methods and IT technologies in language education of a modern economic university (case study method, project method, metaplan method in teaching Polish and Ukrainian languages as foreign).
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42

Khitrova, I. V., and O. N. Kishko. "Think-tank of teaching foreign languages in Russia." Professional Discourse & Communication 1, no. 4 (December 25, 2019): 87–91. http://dx.doi.org/10.24833/2687-0126-2019-1-4-87-91.

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On November 5-6, 2019, MGIMO University hosted The First International Scientific and Practical Conference in Memory of Elena Solovova “Problems of Teaching Modern Languages”. Elena Solovova is regarded as one of the most influential and impactful figures in developing and promoting of teaching modern languages in Russia. The conference was coorganized with MGIMO University, National Association of English Teachers of Russia, Military University of the Ministry of Defence, Moscow Pedagogical State University, Esenin Ryazan State University, and Titul Publishing House. Elena Solovova (1956-2019) worked tirelessly on fostering and improving modern languages teaching in Russia. Her academic and pedagogical work has greatly influenced many peers and colleagues, teachers and students, in Russia and around the globe. She guided numerous PhD students and authored and co-authored countless publications in the field. She is greatly missed by her colleagues, family and friends.
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43

Szeluga, Adam. "Was kann moderne Linguistik für die Fremdsprachendidaktik leisten? Ausgewählte Aspekte." Forum Filologiczne Ateneum, no. 1(7)2019 (December 31, 2019): 213–26. http://dx.doi.org/10.36575/2353-2912/1(7)2019.213.

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The article deals with the most important relations between Foreign Language Didactics and the main theoretical models in modern linguistics, especially the Applied Linguistics of second- and foreign-language teaching. Theories and models of modern linguistics have often laid the theoretical foundations of foreign language teaching, as we can observe in the individual methods and learning techniques (from structuralism to generative grammar, communicativepragmatic turn of the 60s and 70s, cognitive linguistics and to F. Grucza's anthropocentric theory of languages). In this perspective, the purpose of this article is to raise and discuss the question of how modern linguistic theories can improve the effectiveness of language teaching.
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44

McNeill, Arthur, Marion Spöring, and Linda Hartley. "Benchmarking modern languages in UK higher education: insights from the language teaching community." Language Learning Journal 30, no. 1 (December 2004): 12–18. http://dx.doi.org/10.1080/09571730485200181.

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45

Mamonov, Alexander Olegovich. "USING UP-TO-DATE DIGITAL APPLICATIONS FOR TEACHING FOREIGN LANGUAGES." Nauka v sovremennom mire, no. 3(48) (April 20, 2020): 34–36. http://dx.doi.org/10.31618/2524-0935-2020-48-3-4.

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This article is devoted to using existing digital applications in foreign language teaching practice. The review of the existing digital applications is performed. The current study applies qualitative methodology to explore the opportunities of digital applications for foreign language teaching. The study proposes the ways such modern applications can be used for teaching foreign languages. Further research in the same area of study is necessary to develop practical exercises and assess their effectiveness.
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46

Iniutina, Liudmila Alexandrovna, and Tatiana Sergeevna Shilnikova. "Teaching russian as a foreign language in the modern educational paradigm: training dictionaries." SHS Web of Conferences 97 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219701012.

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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.
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Sharipova, Feruza Negmatullayevna. "MODERN METHODS OF TEACHING FOREIGN LANGUAGES IN NON-PHILOLOGICAL UNIVERSITIES." Globus: psychology and pedagogy 7, no. 2(42) (May 19, 2021): 18–20. http://dx.doi.org/10.52013/2713-3060-42-2-4.

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Problems of teaching technical vocabulary, strategies of vocabulary learning are discussed in this article. Besides the author shares her experience of teaching, gives examples of activities she uses in her classes.
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48

Demidova, Tatyana V., Tatyana M. Soloveva, and Sergey A. Barov. "On the Cognitive-semantic Approach to the Study of Modern Chinese Language." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 1 (December 15, 2020): 48–63. http://dx.doi.org/10.22363/2313-2299-2020-11-1-48-63.

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The article makes an attempt to comprehend the cognitive-semantic approach to the Chinese language in the framework of its teaching and study in higher education, taking into account features contrasting to the Russian language. The main theoretical postulates of the Chinese language-study were formulated by the Russian sinologists in line with formal structural paradigms based on materials of Western languages and their level of language organization. This approach is reflected in most Chinese language textbooks. In this regard, the Chinese language is taught according to the patterns of teaching Western languages. This approach does not allow to fully master the language, as it does not take into account the semantic and cognitive disproportion of the basic units of languages. The basic unit of the Russian language is the word as its nominative and at the same time the main speech unit. In the Chinese language, according to our observations and analysis of the relevant literature, this role belongs mainly to a more fractional substantive unit, which in the dictionary, in the nomination, acts as the main unit of the language division of the world, and in speech can also act as a simple word and as part of more complex formation - words or phrases. In writing, this unit is presented in the form of a «zi» hieroglyph, figuratively or otherwise denoting certain objects of reality and conceptualizing them, which allows us to consider these «zi» as expressors of minimal concepts of Chinese linguistic thinking. For the first time in Russian linguistics, the article addresses issues related to these basic units in connection with teaching issues. At the present stage, there are practically no textbooks or techniques aimed at mastering these specific Chinese language units. The authors make an attempt to attract the attention of sinologists to this problem and to reconsider the existing views in a new cognitive-semantic vein. In this context, the necessity of reorienting teaching that reproduces the methodological and linguistic orientations applied in relation to the study of Indo-European languages to methodological orientations corresponding to the essential characteristics of the Chinese language as consistently isolated in type and specifically orientational in terms of mental and cultural grounds is substantiated. In this regard, there marked relevant issues are there proposed some ways to resolve them.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.

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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Nurpeissova, S. "APPLICATION OF INNOVATIVE TEACHING TECHNOLOGIES IN FORMING COGNITIVE ACTIVITY OF STUDENTS." BULLETIN Series of Philological Sciences 75, no. 1 (March 30, 2020): 360–65. http://dx.doi.org/10.51889/2021-1.1728-7804.62.

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The article deals with the practiced methods of teaching in the learning process: the active use of innovative methods of teaching the professional Russian language through new technologies. The author indicates the relevance of modern methods of teaching in the formation of cognitive and creative activity of students, in increasing professional competence, personality-oriented development. The practical significance of this article is connected with the use of the results of experience in the application of innovative methods and educational technologies in the process of language teaching and learning, as modern society needs customized competitive specialists who have a professional command of several languages.
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