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Статті в журналах з теми "Language teaching conscience"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Sedighe, Jalili Kalangestani. "BRAIN Journal - Conscience in Language Teaching and its Relationship with Language Proficiency and Emotional Intelligence of EFL Teachers." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 7, no. 4 (2016): 48–55. https://doi.org/10.5281/zenodo.1045001.

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ABSTRACT The present study aimed to explore the relationship among Iranian EFL teachers’ language teaching conscience, language proficiency, and emotional intelligence. To this purpose, 82 homogenized language teachers, M.A. students and M.A. holders in TEFL, English literature, and English translation, both males and females, were taken as the participants. The result of the data analysis showed that there was a statistically significant relationship between the language teaching conscience and the emotional intelligence of Iranian EFL teachers, rs(80) = .83, p < .05, 2). There was also a

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2

Aubin, Sophie. "Conscience musicale du français langue parlée : éléments pour son conditionnement didactique." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 15–34. http://dx.doi.org/10.14746/gl.2022.49.1.02.

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Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of t

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3

Ivanova, Mariya Y., and Maria I. Kaneva. "Suggestopedia – method in foreign language education." Proceedings. College Dobrich XI (December 25, 2019): 11–21. https://doi.org/10.5281/zenodo.8420080.

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<em>The aricle discusses suggestopedia, a method created by prof. Georgi Lozanov. Suggestopedia is widely applied in foreign language teaching (FLT). This method creates an environment for happy and creative learning using a variety of stimuli and information. Suggestopedia works on the level of personal reserves, the resources of both conscience and subconscience are used. We suggest an exemplar lesson plan for a situation at the kindergarten based on this method</em>

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4

Ruiz de Zarobe, Leyre. "conciencia pragmática en estudiantes avanzados de francés lengua extranjera: un estudio empírico ." Anales de Filología Francesa 28, no. 1 (2020): 599–626. http://dx.doi.org/10.6018/analesff.425141.

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La composante pragmatique est une composante de la compétence communicative qui a acquis une importance croissante dans les dernières années pour les apprenants de langues étrangères, dont le français, en raison du besoin pour ces apprenants de devenir communicativement compétents dans un monde globalisé et internationalisé. Cependant, cette compétence est peu présente dans l´enseignement du français langue étrangère (FLE), ce qui mène à s´interroger si les apprenants ont une conscience pragmatique de la langue étrangère, car cette conscience joue un rôle déterminant dans son acquisition. L´ob

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5

Nikolayenko, Sergey. "TEACHING AS A VALUE: NOT TO LOSE TRUST (ON TEACHING RUSSIAN)." LANGUAGE AND LITERATURE: THEORY AND PRACTICE 162, LANGUAGE, LITERATURE (2024): 115–25. http://dx.doi.org/10.52301/2957-5567-2024-3-2-115-125.

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The article proposes to consider moral qualifications in the context of the teaching profession, as this profession perfectly illustrates an example of the highest moral integrity and professionalism. The teacher profession, especially a teacher of Russian language and literature, requires not only formal skills and teaching responsibilities, but it is also necessary to possess a set of moral qualities. Illustrative materials include data from a comprehensive survey conducted among students of general secondary education institutions in the Republic of Belarus, ranking their interest in Russia

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6

Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych, and Valentyna Zvozdetska. "Foreign language education as a scientific category in the context of future teachers‟ training." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.

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The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professio

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7

Wojciechowska, Bernadeta, and Katarzyna Karpińska-Szaj. "Expertise en écriture académique – entre acculturation et conscience disciplinaire." Studia Romanica Posnaniensia 49, no. 2 (2022): 7–19. http://dx.doi.org/10.14746/strop.2022.492.001.

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As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.

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8

Simarmata, Radode Kristianto. "Literature Teaching Forms Student Character." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 7 (2023): 2613–26. http://dx.doi.org/10.11594/ijmaber.04.07.37.

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The teaching of literature involves strengthening awareness about ethical attitudes . Literature is considered less important and has less role in society. HKBP University English Education Students Nommensen Pematangsiantar are the young generation, the next generation, who will become the owners of a diverse and unique nation's future . This research aspect (research focus) is to form a commendable moral culture/character in the acquisition of literary teaching which is evident in the influence of the sensitivity factor of a person's feelings who have studied a lot in various literary works

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9

Микеладзе, Н. "Semantics of Conscience in Richard III: “Worm”, “Coward”, “Witness”." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 82, no. 3 (2023): 58–63. http://dx.doi.org/10.31857/s160578800026315-2.

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The article surveys a number of meanings of the polysemantic word “conscience”, which defines the religious and moral concept of Shakespeare’s Richard III. The biblical roots of these meanings are shown, to which Shakespeare returned his public over well-known idioms, including the origins of the proverb from Erasmus Adagia “Conscientia mille testes“. Studying Shakespeares three early correlations of conscience with cowardice (“coward”), which will become a part of proverbial language only after Hamlet, the author reveals the original content of this comparison, its connection with the theme o

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10

Dewi, Novita. "TEACHING LITERATURE WITH TOUGH TOPICS IN ELT CLASS: BULLYING AND BIGOTRY." LLT Journal: A Journal on Language and Language Teaching 22, no. 1 (2019): 66–77. http://dx.doi.org/10.24071/llt.v22i1.1786.

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Literature is an important vehicle to teach character building in language education. Sensitive topics like bullying and prejudice in literary works are helpful to promote understanding and empathy toward others. This article aims to discuss two short stories, namely All Summer in a Day by Ray Bradbury and Shame by Dick Gregory that can be used to increase students critical thinking, conscience, and compassion in language learning. The first half of the article examines the rationale for using short stories with such topics to impart values in language learning. The other half explores the sig

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11

Lenharo, Rayane, Debora Cristina Monteiro Pena, and Felipe Trevisan Ferreira. "Social Justice, vulnerability and English Language teaching: the use of Didactic Sequences and possibilities of articulation with Socio-Discursive Interactionism." Raído 17, no. 44 (2023): 299–317. http://dx.doi.org/10.30612/raido.v17i44.17171.

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Socio-discursive Interactionism (SDI) has offered a solid ground for inquiry in Applied Linguistics over the past decades, and it has enabled researchers to investigate different aspects of language teaching (BRONCKART, 2003; 2006; 2010; CRISTOVÃO; STUTZ, 2011; MAGALHÃES, CRISTOVÃO, 2018; among others). As English teachers, we claim that teaching this language can maintain or interrupt deeply forged social injustices (BRAGA; VÓVIO, 2015). Therefore, working from an SDI perspective implies the incentive to develop a critical conscience and awareness of textual and contextual features of the use

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12

Sandi S, Renda, and Nestia Lianingsih. "Teaching Daily Conversational Language to Toddlers at PAUD Tunas Mekar in Melatiwangi Village, Bandung." International Journal of Ethno-Sciences and Education Research 4, no. 4 (2024): 124–27. http://dx.doi.org/10.46336/ijeer.v4i4.785.

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Language is a tool of social interaction or communication because humans are basically social creatures. Humans have spoken since birth, although only in the form of vague or unclear sounds, but still in the form of signs or symbols that emit sounds, therefore it is called baby speech. Children first learn a language by speaking simple spellings until they can speak it well, which is called mother tongue or first language. In general, parents often do not have a good way of control in the process of fostering their children to be able to speak and speak, thus making children easily close thems

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13

Piegzik, Wioletta. "Développer la compétence grammaticale en français langue seconde - entre conscience et intuition linguistiques." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 141–56. http://dx.doi.org/10.14746/gl.2022.49.1.09.

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The paper proposes a reflection on the construction of grammatical competence in French as L2. We argue that grammatical competence embraces implicit and explicit knowledge, and results from the complementarity of conscious functions, closely linked to analogy and intelligence, and unconscious functions strictly connected with intuition. In the article, we show that an approach guaranteeing communicative success is connected to teaching formal aspects of language combined with meaning. In the first part, we discuss the specificity of both types of grammatical knowledge and refer to the concept

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14

Dewi, Novita. "Cognition, Conscience, and Creativity: Multimedia-Based Literature Teaching for Pre-Service Teachers in Indonesia." 3L The Southeast Asian Journal of English Language Studies 25, no. 2 (2019): 86–98. http://dx.doi.org/10.17576/3l-2019-2502-07.

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15

Diachkova, Irina, and Vlada Nefedova. "CONCEPTUAL SPHERE OF MODERN TEXTBOOKS OF THE RUSSIAN LANGUAGE FOR FIFTH-GRADERS." Studia Humanitatis 23, no. 2 (2022): 40–47. http://dx.doi.org/10.15393/j12.art.2022.3825.

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The paper deals with the implementation of the educational function of school textbooks of the Russian language for fifth-graders with the help of such conceptual spheres as “family”, “friendship”, “motherland”, “nature”, “culture”, “life”, as well as with using them as the foundation for the formation of the students’ linguocultural competence of students, stipulated by the Federal State Educational Standard. The article discusses the approaches of K. D. Ushinsky and A. A. Potebnya to the study of language, as well as the principle of nationality associated with the main concepts that form th

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16

Auger, Nathalie. "Conscience collective et autoconscience dans l’enseignement / apprentissage du français langue seconde et de scolarisation : quand l’interculturel et le plurilinguisme sont en jeu." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 35–51. http://dx.doi.org/10.14746/gl.2022.49.1.03.

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This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learne

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17

Dekhissi, Laurie, Effrosyni Lamprou, and Freiderikos Valetopoulos. "La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 53–68. http://dx.doi.org/10.14746/gl.2022.49.1.04.

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In this paper, we analyse the awareness and self-awareness of future trainers of French as a foreign language in teaching intercultural competence. To do so, we study extracts of students’ books created by MA students, where intercultural competence is developed. We realise that future master’s students are generally aware of the need for intercultural mediation, however some of them focus on descriptive aspects of their culture rather than adopting a mediator’s posture. In fact, they tend to describe and explain a cultural phenomenon rather than encouraging its interpretation and understandin

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18

Rahman, Izza Amalia, Mutmainnah Mustofa, Irfan Susiyana Putra, and Abdul Moueed. "Teaching Literature in A Doll’s House Drama." INTERACTION: Jurnal Pendidikan Bahasa 8, no. 1 (2021): 73–82. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v8i1.962.

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In education, teaching literature is an essential way to strengthen students’ character building. A kind of literature to teach character building is drama. Drama is literary work that contains so many characters. It can be used as a tool for character development to students who have been taught with literature. This article aims to discuss the characters of Nora Helmer (a woman lived in Victorian era when women had powerlessness) in A Doll’s House Drama written by Henrik Ibsen. The method used is descriptive qualitative. It concentrated on providing explanation in the form of description abo

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19

Ameen, Rawaz Jamal. "Usability of Conscience Alley, Classroom Dramatization and Stage Acting as Pedagogical Techniques of Interactive Method of Teaching Drama at University Level." JOURNAL OF LANGUAGE STUDIES 6, no. 4, 1 (2023): 266–79. http://dx.doi.org/10.25130/jls.6.4.1.17.

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This study demonstrates the accessibility extent of three prominent pedagogical techniques of interactive method of teaching drama at university level: conscience alley, classroom dramatization, and stage acting. It covers their characteristics in terms of their fulfillments, pros, cons, the teacher’s role, non-human resources, viewership and example of dramas for implementation of each technique accordingly. Moreover, it encompasses the effectiveness of the three techniques in learning process when utilized properly. Besides, it supplies useful recommendations for more successful teaching pro

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20

Ibrahim, Mahmoud Thabet. "The Common between Malay Language and the Qur'an A model of curriculum for teaching Arabic to Malay speakers." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 6, no. 2 (2022): 125. http://dx.doi.org/10.29300/im.v6i2.8170.

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AbstractThe Arabic language has a high position in the hearts of Muslims and their conscience, and there is no surprise in that; as it is the language of the holy Quran and the language of the noble hadith that the Noble Prophet uttered, and it is also the language of the honourable people of Paradise, and it is no wonder, then, that Muslims like learning the Arabic language. Study Problem: It is known that teaching Arabic to native speakers is different from the way it is taught to native speakers. It is also known that learning Arabic for Muslims is very important to master the recitation of

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21

Wernicke, Meike. "Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom." TESL Canada Journal 36, no. 1 (2019): 134–46. http://dx.doi.org/10.18806/tesl.v36i1.1306.

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In English-majority contexts such as British Columbia, French second language (FSL) teachers are increasingly encountering students who are also learning French in addition to English and their home languages. Research findings show that dual language learners are successfully supported through multilingual pedagogies that acknowledge and explicitly value students’ prior learning experiences and multilingual knowledge as an integral resource in their language learning. This poses a particular challenge for FSL teacher candidates whose own language learning experiences have been shaped by insti

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22

Ahmad Garba. "أثر مهارة الكتابة في تحسين الخط العربي لدى التلاميذ الناطقين بغير العربية في المراحل التعليمية الأساسية في نيجيريا". Journal of Calligraphy 1, № 2 (2022): 46–54. http://dx.doi.org/10.17977/um082v1i22021p46-54.

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The writing skill is a fourth type of language skill, and it means the ability to express what is in the conscience and thoughts through transcription, and it is a skill that requires a high idea, which is always a complex scientific because it needs continuous training and continuous practice. This study aims to shed light on the impact and importance of mastering skill in improving Arabic calligraphy among non-Arabic speaking students in the basic educational stages in Nigeria. This study includes the following; Research abstract, introduction, research methodology, definition of the basic e

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23

Djamal, ISSAD. "Compréhension de textes argumentatifs en classe de quatrième année moyenne : transfert de la langue d'enseignement vers le FLE / Argumentative Texts Comprehension in Fourth Year Middle School Class : Language Teaching Transfer Toward French as a Foreign Language." Studii şi cercetări filologice. Seria Limbi Străine Aplicate / Philological Studies and Research. Applied Foreign Languages Series, no. 21 (December 19, 2022): 72–79. https://doi.org/10.5281/zenodo.7459042.

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<em>Cette recherche pose la problématique du transfert des apprentissages de la langue arabe vers la langue française en compréhension de textes argumentatifs signalés par des marqueurs d’intégration linéaire chez les apprenants de la quatrième année moyenne. Notre expérimentation en classe a montré que le fait de suivre un enseignement en langue arabe axé sur ce type de texte et d’en prendre conscience, semble fournir aux apprenants du groupe expérimental des outils nouveaux de régulation de

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24

Novia Nur Rizki, Panca Pertiwi Hidayati, and Setiawan. "ANALISIS STILISTIKA TERHADAP DIKSI BERORIENTASI MORAL PADA NOVEL SARASWATI SI GADIS DALAM SUNYI KARYA A. A NAVIS SEBAGAI ALTERNATIF BAHAN AJAR BERMUATAN PENGUATAN PROFIL PELAJAR PANCASILA." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (2023): 4972–78. http://dx.doi.org/10.36989/didaktik.v9i2.1290.

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This research aims to find stylistic aspects and moral-oriented diction contained in the novel Saraswati Si Gadis Dalam Sunyi by A. A Navis, by analyzing and utilizing the results of the analysis as an alternative to the preparation of teaching materials for class XII SMA students. The method used in this research is descriptive qualitative research method. Descriptive qualitative research is research that puts forward interpretations in descriptive form. According to Sugiono (2011, pp. 8-9) in qualitative research the researcher acts as a key instrument and data collection techniques in this

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Prokopetz, Rita Zuba. "Professional Self-Development Mediated by ePortfolio: Reflections of an ESL Practitioner." TESL Canada Journal 35, no. 2 (2018): 156–65. http://dx.doi.org/10.18806/tesl.v35i2.1295.

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This reflective Perspectives article will give readers some insight into the professional self-development experiences of an English as a second language (ESL) practitioner after she recognized a significant shift in learning and teaching paradigms resulting from instructional tools available on the World WideWeb. It also attempts to describe the learning moments of an ESL practitioner in her role as a creator, curator, user, and implementer of an electronic portfolio, or eportfolio, as she experienced her own personal growth during her professional self-development. Cet article réfléchi

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MAHI, Amina. "Vers une Prédominance de l'Anglais : L'Évolution de son Implantation dans le Contexte Universitaire Algérien." Langues & Cultures 5, no. 01 (2024): 355–61. http://dx.doi.org/10.62339/jlc.v5i01.249.

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Le paysage de l'enseignement de l'anglais en Algérie témoigne d'une évolution progressive vers une valorisation plus prononcée de cette langue au sein des filières scientifiques et techniques universitaires. Cette transition se matérialise par une prise de conscience croissante des besoins de l'économie mondiale, caractérisée par une demande croissante de professionnels compétents dans ces domaines maîtrisant l'anglais comme langue de communication internationale. Cette tendance reflète également la volonté du gouvernement qui reconnait de plus en plus l'importance de la maîtrise de l'anglais

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ARIF, Noureddine. "L’éducation aux valeurs dans le manuel algérien de français : une analyse d’un point de vue interculturel." ALTRALANG Journal 2, no. 02 (2020): 12–28. http://dx.doi.org/10.52919/altralang.v2i02.73.

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ABSTRACT: In an increasingly diverse and multi-mediaized world, education in values is today an essential support for educating in "living together"; it is one of the major objectives of foreign language teaching. Indeed, our contribution relates to the analysis of the values transmitted by the French textbook in order to see if it contributes to an awareness of the values of oneself and an opening on the other. To do this, we carried out a content analysis of the text book for the fourth year on average. The results showed us the failure of this document in the teaching of values, from

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Faria, Ana Carolina Gelmini de, Ana Carolina Maciel Vieira, Deusana Maria da Costa Machado, Juliana Silva de Matos, Luiza Corral Martins de Oliveira Ponciano, and Mariana Gonzales Leandro Novaes. "Utilização de veículos alternativos de comunicação para a difusão do conhecimento paleontológico." Anuário do Instituto de Geociências 30, no. 1 (2007): 168–74. http://dx.doi.org/10.11137/2007_1_168-174.

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Paleontology teaching must be an usual subject in the cultural formation. It is from it that man understands the history of Earth and its evolutionary process, giving a new look and perspective of what behaviors a society must adopt. In order that teaching of paleontology subjects gets a response back from society, other methods beside the basic didactic books must be explored for diffusion of educational and informative message, whit less academic terms and more attractively. Searching alternatives to fill such necessities, some of the available options are: Games, expositions, animations/doc

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Munteanu, Emilia. "Briser les barrières ou enseigner-apprendre le FLE par le jeu théâtral." Taikomoji kalbotyra, no. 11 (August 8, 2018): 41–58. http://dx.doi.org/10.15388/tk.2018.17245.

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A l’ère de la mondialisation, l’accès illimité à l’information modifie de plus en plus le rapport des jeunes gens mais surtout la vision des adultes du troisième âge à l’égard des barrières de l’apprentissage. De nos jours, de nombreuses institutions d’enseignement et des ONG proposent aux derniers une large panoplie d’activités dans le but de leur faire acquérir de nouvelles compétences et capacités linguistiques, culturelles, techniques, artistiques, etc. En tant que formateurs en FLE, nous avons cherché à briser les barrières qui séparent les générations et à favoriser la communication entr

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Cavero, Icilio, Jean-Michel Guillon, and Henry H. Holzgrefe. "Reminiscing about Jan Evangelista Purkinje: a pioneer of modern experimental physiology." Advances in Physiology Education 41, no. 4 (2017): 528–38. http://dx.doi.org/10.1152/advan.00068.2017.

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This article reminisces about the life and key scientific achievements of Jan Evangelista Purkinje (1787–1869), a versatile 19th century Czech pioneer of modern experimental physiology. In 1804, after completing senior high school, Purkinje joined the Piarist monk order, but, after a 3-yr novitiate, he gave up the religious calling “to deal more freely with science.” In 1818, he earned a Medical Doctor degree from Prague University by defending a dissertation on intraocular phenomena observed in oneself. In 1823, Purkinje became a Physiology and Pathology professor at the Prussian Medical Univ

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CHERMITI, Manal, and Azzeddine MAHIEDDINE. "La carte mentale comme outil de structuration et de rétention du lexique dans la mémoire des apprenants du FLE." ALTRALANG Journal 6, no. 1 (2024): 41–58. http://dx.doi.org/10.52919/altralang.v6i1.396.

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ABSTRACT: This article, which falls within the framework of the teaching of foreign languages, approaches the issue of Algerian middle school learners’ lexis losses in the learning of the French language. We believe, like some authors such as Cavalla & al. (2014), Yang (2017), Haan (2020), and many others, that vocabulary retention depends heavily on how information is stored in memory. In this regard, we have designed and tested a mind map as a tool that can optimize the teaching of vocabulary. The strength of our contribution lies in the use of this tool in the internalization of a prede

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Gutiérrez Martínez, Alba, and José Antonio Del Barrio Del Campo. "Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (2016): 541. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.402.

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Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is

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ELMORTAJI, Majda. "Study of the impact of the linguistic factor on academic and socio-professional integration: case of french among students in the economics and legal sciences sector." African Scientific Journal Vol 3, N°16 (2023): 646. https://doi.org/10.5281/zenodo.7748443.

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<strong>Résumé :</strong> La langue française joue un rôle important dans l'intégration académique et professionnelle des étudiants. Elle est parmi les langues officielles du Maroc et est largement utilisé dans l'enseignement supérieur et dans le marché du travail. De nombreux programmes de formation sont dispensés en français, ce qui signifie que sa maîtrise est un atout essentiel pour réussir dans maints domaines. Pour aider ces derniers à la maîtriser, les universit&eacu

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Аипова, М. М., and Н. А. Фомина. "CHECKING THE SUCCESS OF FORMING STUDENTS' MORAL CONSCIOUSNESS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE." Человеческий капитал, no. 8(188) (August 22, 2024): 181–89. http://dx.doi.org/10.25629/hc.2024.08.19.

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В статье кратко обоснована необходимость и важность формирования нравственного сознания личности, т.е. ее представлений о добре и зле, долге, совести, справедливости, чести и достоинстве, свободе и ответственности, счастье и смысле жизни, нравственном идеале; ценностей и нравственных качеств, которые формируются под влиянием внешних и внутренних факторов и предопределяют характер нравственных отношений с миром, нравственную позицию, поступки, поведение и развитие личности в целом, особенно в современном обществе. Раскрыты особенности использования в вузе современных технологий (аудиовизуальных

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Herath, Sreemali. "Preparing Teachers for the Plurilingual Class." TESL Canada Journal 41, no. 1 (2024): 137–46. http://dx.doi.org/10.18806/tesl.v41i1/1403.

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This article discusses a pedagogical activity—an autobiographical creation—adopted in a second language teacher education context to support teachers working with plurilingual learners. Using decoloniality to reposition praxis, the article presents a creativity-infused autobiography creation project to help teachers access their cognitive, social, emotional, ideological, and historical lives. Recognizing the power of teachers’ life stories in decolonizing English language teaching the autobiographical creation was designed to help teachers move beyond the theoretical toward deeper, more nuance

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Kiciński, Andrzej. "Lewicowe krucjaty przeciwko Krzyżowi i nauce religii rzymskokatolickiej w szkole publicznej." Teologiczne Studia Siedleckie 21, no. 2024 (2024): 53–80. https://doi.org/10.5281/zenodo.14905724.

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<strong><em>Left-wing crusades against the Cross and Roman Catholic religious education in a public school</em></strong> In the history of Poland, the Left’s attacks on the presence of religious symbols, especially crosses in public space, or its attempts to remove the teaching of the Roman Catholic religion from public schools, are a kind of litmus test of a broader problem that allows one to test the public’s reaction as to whether one can already begin to realise one’s main political goal of completely removing the Church from the life of the state and the nation. The

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Accurso, Kathryn, Margaret Early, Jonathan Ferreira, and Giovanna Lucci. "Learning to Braid." TESL Canada Journal 41, no. 1 (2024): 55–78. http://dx.doi.org/10.18806/tesl.v41i1/1399.

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K-7 classrooms are diverse spaces where students and teachers navigate cultures, languages, and (racialized) identities as they engage in disciplinary teaching and learning. They are also spaces harmfully impacted by raciolinguistic ideologies and a persistent separation of language and content instruction. Consequently, critical teacher education scholarship advocates for more systematic integration of antiracism, multilingual pedagogies, and disciplinary content in preparation programs. Aligned with such calls, this critical action research project outlines how four teacher educators at a la

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Малинов, А. В. "Религиозное миросозерцание В. И. Ламанского". Русско-Византийский вестник, № 1(20) (17 березня 2025): 51–66. https://doi.org/10.47132/2588-0276_2025_1_51.

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В статье рассматривается отношение В. И. Ламанского к религии. Приводятся высказывания Ламанского из его дневников и выписки из сочинений ученого, включающие его оценки религии и различных христианских конфессий (католицизма, протестантизма, православия). Отмечается, что следует различать личные религиозные взгляды Ламанского и ту роль, которую он приписывал религии в своем цивилизационном учении. Указывается, что, в отличие от ранних славянофилов (А. С. Хомякова и И. В. Киреевского), Ламанский отводил религии более скромное место в процессе формирования самобытной культуры, или цивилизации, с

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Masson, Mimi, and Samantha Van Geel. "A Raciolinguistic Exploration of Pre-Service ESL Teachers’ Conceptualization of Plurilingualism Using Drawings." TESL Canada Journal 41, no. 1 (2024): 1–25. http://dx.doi.org/10.18806/tesl.v41i1/1397.

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In Canada, many English as a second language (ESL) teachers work with linguistically, culturally, and racially diverse student populations. Increased ethnic and racial diversity and shifts in the linguistic landscape in the classroom indicate a great need for pedagogical frameworks that account for learners’ linguistic and cultural diversity. In Canadian initial teacher education (ITE) programs, this is often done by introducing teachers to the concept of plurilingualism. However, ESL teachers today work within a system that reinforces and reproduces oppressive language ideologies, such as mon

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Cobucci, Paula. "NOVAS PRÁTICAS DE ENSINO DE LÍNGUA PORTUGUESA EM AMBIENTES VIRTUAIS MULTIFACETADOS DE APRENDIZAGEM." Linguagem em (Dis)curso 22, no. 1 (2022): 105–24. http://dx.doi.org/10.1590/1982-4017-220108-9621.

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Resumo O presente artigo tem por objetivo geral refletir sobre novas práticas de ensino de Língua Portuguesa em ambientes virtuais multifacetados de aprendizagem, propostas a partir de sequência didática, considerando-se o trabalho com o gênero textual álbum de fotos de família. Participaram das atividades mais de 140 universitários do curso de Pedagogia da Universidade de Brasília, além de quase 30 crianças em etapa de alfabetização, durante o ensino remoto em 2020 e 2021, devido à pandemia de Covid-19. Este artigo pretende suscitar reflexões críticas, a partir de planejamentos e experiências

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გონჯილაშვილი, ნანა. "ვიკტორ ნოზაძის გამოუქვეყნებელი ნაშრომი „ვეფხისტყაოსნის გულთა მეტყველება“". Literary Researches 44 (27 листопада 2024): 49–73. https://doi.org/10.62119/lr.44.2024.8228.

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The unpublished work of V. Nozadze "Vepkhistqaosnis Gultametqveleba (The language of Heart in The Knight in the Panther’s Skin”; autograph) is kept in the National Library of the Parliament of Georgia, in the archive of Victor Nozadze, brought from France by G. Sharadze. The work consists of two notebooks; The first notebook occupies pages 1-89 and consists of 27 small subsections, in which from the poems of "The Knight in the Panther's Skin" mainly the lines related to the heart are discussed. The second notebook includes pages 1-63 (the last 7 pages are missing) and here 36 subheadings

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Uysal, Huseyin, and Christian Fallas-Escobar. "Confronting Deficit Narratives." TESL Canada Journal 41, no. 1 (2024): 103–24. http://dx.doi.org/10.18806/tesl.v41i1/1401.

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This descriptive qualitative study investigates the concerns that pre-service teachers at a small liberal arts college expressed about the racialization of English learners (ELs) and documents their increasing awareness of and preparedness to address these concerns during and after their student-teaching experience. The study included informal meetings and discussions with seven pre-service teachers at various coffee shops in the midwestern United States. Data consisted of transcripts of focus-group interviews, drawings by the participants, discussion posts, reflective essays, and field notes

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Steen, Jane. "Women's Ordination in the Church of England: Conscience, Change and Law." Ecclesiastical Law Journal 21, no. 3 (2019): 289–311. http://dx.doi.org/10.1017/s0956618x1900067x.

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Women's ordination raised issues of conscience across church traditions. The Church of England's statutory legal framework prevented these issues being confined to the Church; they were also played out in parliamentary debate. The interface between law and conscience has, however, considerable historical and contemporary resonance, as well as sound theological pedigree. This article therefore considers the place of conscience in legal and philosophical thought before the Enlightenment. It looks at norms of conscience in Roman Catholic and Church of England liturgical use. On a broader canvas,

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Kravchenko, P. "THE MENTAL FEATURES OF NATIONAL EDUCATION AND CULTURE OF NATIONAL SELF-CONSCIOUSNESS." Philosophical Horizons, no. 44 (November 11, 2020): 43–56. https://doi.org/10.33989/2075-1443.2020.44.220514.

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From the beginning the process of education in Ukraine was based on such existential features of national self-consciousness as polyphony (tolerance to various spiritual features of other peoples), anteism (pronounced “earthly” material principle in culture and life), cosmocentrism (“cordiality” focused on “Inner” being), which are inextricably linked with individualism.The educational process in Ukraine has a clear anti-positivist humanistic orientation and is focused on the education of moral qualities which are characterized by heroic ideals. Nowadays we have necessary to accelerate this pr

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Richter, Denis. "Ensino de Geografia e mapas." Revista Brasileira de Educação em Geografia 15, no. 25 (2025): 05–23. https://doi.org/10.46789/edugeo.v15i25.1527.

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Este artigo objetiva destacar a importância das representações e linguagens no ensino de Geografia, com foco no uso dos mapas como recursos didáticos essenciais para uma educação geográfica crítica e significativa. Discute-se como a representação gráfica e a linguagem cartográfica contribuem para a construção do conhecimento espacial, permitindo a análise e interpretação dos fenômenos geográficos. Destaca-se que, na contemporaneidade, a imagem desempenha um papel central na comunicação e na leitura da realidade, mas não é neutra, pois carrega intencionalidades e ideologias. Ao mesmo tempo, se

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Vergara Luján, Omaira, and Gladys Stella López Jiménez. "Didáctica de la escritura académica en una licenciatura en lenguas extranjeras." Educatio Siglo XXI 39, no. 1 (2021): 147–66. http://dx.doi.org/10.6018/educatio.452051.

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Se presentan resultados de una investigación exploratoria sobre la enseñanza de la escritura y la formación en su didáctica en un programa universitario que forma profesores de lenguas extranjeras. La propuesta se inscribe en la intersección de los estudios de escritura en la universidad con la formación de docentes y con la didáctica de lenguas, ejes que atraviesan el currículo de la Licenciatura. El objetivo fue caracterizar la didáctica de la escritura en la primera fase del programa de estudios, para lo cual se examinaron prácticas de enseñanza de la escritura en lenguas extranjeras (inglé

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Saldaña Fernández, César. "Una taxonomía de las habilidades involucradas en el aprendizaje de un idioma extranjero." Tradición, segunda época, no. 18 (January 9, 2020): 117–22. http://dx.doi.org/10.31381/tradicion.v0i18.2665.

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ResumenEl presente estudio constituye un análisis sistemático de las habilidades mayores, sub-habilidades y micro habilidades involucradas en el dominio de un idioma. La gente en general no está consciente de que el idioma es un sistema de habilidades y estructuras sumamente complejo, debido a que es aprendido intuitivamente, por formación de hábitos, en un período de práctica considerablemente extenso. El proceso empieza en el momento en que uno tiene uso de razón, y continúa hasta la adultez. Las reglas idiomáticas se aplican por analogía en forma automática sin aplicar el razonamiento consc

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Parr, Michelann, and Terry A. Campbell. "Educating for Identity: Problematizing and Deconstructing Our Literacy Pasts." Alberta Journal of Educational Research 57, no. 3 (2011): 337–48. https://doi.org/10.55016/ojs/ajer.v57i3.55500.

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In order to become effective teachers of language and literacy, it is critical for teacher candidates to have a sense of who they are as literate beings, how their literacy pasts have been lived, and how this might have an influence on the students in their classrooms. As teacher educators, we should not allow teacher candidates to rest simply with the recollection of key literacy events and memories. In order to be fully aware and wide awake to the complex task of teaching language and literacy, teacher candidates need to be engaged in active discussion that involves problematizing and unpack

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Rodríguez Jiménez, José Raúl, Jesús Antonio Morales Quiñonez, and Dora Luz Padilla Carvajal. "The teaching in foreign languages at the university. Working conditions, practices, and beliefs of teachers." Estudios λambda. Teoría y práctica de la didáctica en lengua y literatura. 8, no. 2 (2023): 50–72. http://dx.doi.org/10.36799/el.v8i2.127.

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Conscientes de la importancia creciente de las lenguas extranjeras (LE) en las sociedades contemporáneas, desde finales del siglo pasado las universidades públicas mexicanas impulsan su enseñanza masiva entre los estudiantes y para ello disponen de unidades académicas especializadas. En este esfuerzo la labor de los profesores de LE es imprescindible porque sobre ellos descansa la tarea de la instrucción, sin embargo, a estos profesores se les conoce escasamente. Este artículo analiza este conjunto de académicos, concretamente las relaciones entre sus condiciones laborales, prácticas docentes

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Boillos Pereira, Mari Mar. "La escritura a través de los géneros en el marco educativo basado en las competencias: el caso del País Vasco / Gender-based writing in the competency-based educational framework: the case of the Basque Country." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 26 (July 25, 2017): 63–90. http://dx.doi.org/10.17398/1988-8430.26.63.

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Resumen: Conscientes de las carencias escritoras de los estudiantes en diferentes etapas educativas, la documentación en materia de educación del Gobierno Vasco (decretos y líneas metodológicas) ha puesto de relieve esta problemática y ha mostrado su preocupación por mejorar la formación escritora de los estudiantes. La competencia comunicativa y, por extensión, las diferentes actividades comunicativas de la lengua, entre ellas, la escritura, han pasado a ser esenciales no sólo en las materias de lenguas, sino de manera transversal a todas las materias. En esta línea, este trabajo busca

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