Journal articles on the topic 'English language Foreign elements'
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1
Ahmadova, Xoshgedem. "Foreign elements in the English language." Filologiya məsələləri Journal of Philological Issues, no. 01 (2024): 252. http://dx.doi.org/10.59849/2224-9257.2024.1.252.
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Nessipbay, A. Sh, and G. T. Abikenova. "Hybrid words in the language: hybridization process." Bulletin of L.N. Gumilyov Eurasian National University. PHILOLOGY Series 139, no. 2 (February 7, 2023): 122–27. http://dx.doi.org/10.32523/2616-678x-2022-139-2-122-127.
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The issue of integrating foreign language vocabulary into the system of the native language is often considered recently in modern linguistics. This aspect is studied both in domestic and foreign linguistics. At the same time, particular attention is paid to the borrowing of elements of the English vocabulary, since English is a donor language, not only for Russian and Kazakh languages, but also for many other languages of the world. Hybridism in the English language remains a poorly studied topic at the present time, although many linguists recognize hybridism as a distinctive feature of the English language. Taking into account all aspects of the formation of hybrids, including the factual material, in this article we use the following definition of this term: hybrid is a derivative or complex word of the language, consisting of derivational elements of different etymology. In the article, we also consider the features of the formation of hybrids and their place in modern English using the example of derivatives with an English component.
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Makhamadievna, Atamuratova Munira. "MODERN METHODOLOGY OF CULTURAL ASPECT INTEGRATION IN TEACHING FOREIGN LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 03 (March 1, 2023): 19–23. http://dx.doi.org/10.37547/pedagogics-crjp-04-03-04.
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This article is devoted to the theoretical basis of using the cultural aspect in teaching English as a foreign language and orientation to the development of speech competences is important in teaching. Description of modern approaches and methods related to the use of cultural aspects in teaching English as a foreign language in Uzbek groups, as well as issues of methodological support in teaching English as a foreign language in Uzbek groups are covered in the article. Developing and implementing exercises and tasks related to teaching English as a foreign language in Uzbek groups, organization of personalized education and achieving transparency in education, methodological basis of using cultural aspects in teaching English to increase flexibility and it is important that the structural structure of increasing student mobility consists of two necessary elements.
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Setyawan, Aris, and Muhammad Tamsil Muin. "Implementation Of Intercultural Learning In English Language Learning In SMAIT Asy-Syukriyyah Tangerang." TARQIYATUNA: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah 2, no. 2 (March 4, 2024): 110–20. http://dx.doi.org/10.36769/tarqiyatuna.v2i2.453.
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There is nothing wrong with using English as a knowledge-generating language alongside Indonesian. The most important part is that we as an Indonesian-speaking community must be able to choose and sort out the elements of English that we want to be included in Indonesian without forgetting our identity as Indonesians. Indonesian people as users of the Indonesian language, use Indonesian. Therefore, we need an innovation in foreign language learning (English) that prioritizes local cultural elements so that students only learn elements of the foreign language. However, the learning content still includes elements of local Indonesian culture. Two things can be done as a form of innovation in learning English that can maintain noble Indonesian values, namely by learning with an intercultural perspective. With this model, students who study a foreign language will not necessarily take on the cultural values of native speakers. Still, rather they will have a comparison of values with the students' local culture and students will be able to take the best attitude from the foreign language learning process.
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D. E. Kapanova, Sh. G. Iskakova, and N. S. Bissalieva. ""MOTIVATION – AN ELEMENT IN STUDY ENGLISH BY STUDENTS FROM ACADEMY OF PHYSICAL EDUCATION AND MASS SPORTS "." Bulletin of Toraighyrov University. Philology series, no. 3,2023 (September 29, 2023): 133–45. http://dx.doi.org/10.48081/fcma2981.
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"English learning is more of a must than a choice or propensity. No teacher can neglect this crucial component of a systematic and pedagogical approach since students’ motivation is such a crucial component of learning a foreign language. The aptitude for learning these languages, student intellect, tenacity or drive, the function of programs and textbooks, and the role of the foreign language teacher can all be listed as elements that favor learning foreign languages. The research’s goal is to streamline the Academy of Physical Education and Mass Sports students’ professional English language skills training program. The purpose of the paper is to examine both theory and practice in the English department of the Academy of Physical Education and Mass Sports (APEMS). By studying the specialized texts, the following results are to be achieved: the formation of the oral and written communication skills, as well as the achievement of some performances that allow the student to read fluently the literature in the studied foreign language. Conclusions: The subject of student motivation is studied by most of the professors at the Department in the APEMS. That is why, at the methodical assemblies of the Department in common with the High School colleagues, we have exchanged experience in the field, concluding that most foreign language teachers opt for the use of modern methods and different means of motivating students to learn systematically and creatively. Keywords: English, language learning, motivation, model, study focus, key elements. "
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Palupi, Muji Endah. "Analisis Google Terjemahan Yang Menggandung Ungkapan Bahasa Seksisme Terjemahan Bahasa Inggris." Wanastra: Jurnal Bahasa dan Sastra 11, no. 1 (March 5, 2019): 01–06. http://dx.doi.org/10.31294/w.v11i1.4652.
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The phenomenon of sexist language is closely related to the concept of gender that has been structured at the level of language correctionalism. Therefore, this sexist word or phrase is actually made by people who are influenced by views on both types of gender. Often in language sexism more gender-oriented or degrading. One language that is considered to contain a lot of vocabulary and expression of Sexist is English Language. This is because English Language is an International Language. English Language that is rich in vocabulary and many elements of language are absorbed. This research will be explain types of sexist language found in the results of the English Translation. Analysis of the accuracy of translations in English language will be studied in the science of learning foreign languages. That actually English Language is a language that is more inclined to sexism than other languages. This is evident in most translations which are considered inaccurate and ambiguous which contain sexist elements in the results of the translation into other languages. Keywords: Google Translation, Sexism Language, English Translation
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Mulyanto, Haris, Encik Shahzool Hazimin Bin Azizam, and Jailani Jusoh. "English Language Minority in Indonesian EFL (English Foreign Language) Learners Rural Area." International Journal of English and Applied Linguistics (IJEAL) 3, no. 3 (December 22, 2023): 291–99. http://dx.doi.org/10.47709/ijeal.v3i3.2903.
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English as a communication tool has been vital aspect into worldwide society. The element of English has a more profound influence through the implementation of life and daily human habit. Nowadays, English has been normalized as a language necessity for academics, basic internet norms, social status, and business. Hence, it is standard for English as a requirement for many fields. Although the fact that society uses English as language instruction, there is a majority of Indonesian districts that could not be able to apply the language vice versa. It is due to internal and external factors such as geographic area, difficulty, and national curriculum design. Consequently, it created imbalance of education distribution aspect and rights. Therefore, this research elaborates and finds out the minority elements of English language involved in EFL learners in rural area. The primary method of inquiry in this research is a literature review which means the technique intended to gain a collection of previous research from the journal, internet, book, and the latest research. The data were analyzed, synthesized into a findings unit, and elaborated on how to broaden the result to be discursive.
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Rybina, Nataliia, Nataliia Koshil, and Olha Hyryla. "ELEMENTS OF TEACHING INTERCULTURAL COMMUNICATION AT THE ENGLISH CLASSES FOR FUTURE INTERPRETERS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 170–72. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-170-172.
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The article deals with the intercultural communication that takes place in the context of culturally determined differences in the communicative competence of its participants, that these differences significantly influence the success or failure of a communicative event. The authors claim that intercultural communication should become concrete, visible, tangible in real communication situations and ensure the implementation of complex skills and abilities formed in a foreign language that are aimed at adequate communication with native speakers of a foreign language, both at home and abroad. It has been stated that it is not only about general humanitarian, but also about professional intercultural communication. It has also been highlighted that in the intercultural communication, the problem of ethics acquires special significance, since there is an interaction between representatives of different cultures, and each culture, of course, prescribes its own ethical norms and rules. An objective difficulty is represented by the fact that people belong to different nationalities, communicate in different languages, profess different religions; they are guided by different values, beliefs, norms prescribed by this culture, and have different expectations.
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Rys, Larysa, Lyudmyla Pasyk, and Olena Bondarchuk. "THE GERMAN LANGUAGE VOCABULARY ENRICHMENT BASED ON LOANWORDS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 252–58. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-252-258.
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The article is devoted to the analysis of lexical changes in the German language vocabulary, caused by loanwords. The research material is based on the last decade neologisms, which have come into the German language under the influence of foreign languages. They have been selected from the online dictionary of neologisms on the IDS OWID Internet portal using the continuous sampling method and classified according to the type of formation and morphological characteristics. It has been defined that more than half of loanwords are loanwords taken directly from foreign languages; others are reproduced by the German language according to foreign language models or are formed according to German structures using borrowed elements of word-formation. Semantic changes in lexical units under the influence of foreign languages are less frequent. According to the forms of loanwords, the following types are singled out: new loanwords, new linguistic calques, new linguistic half-calques, new meanings (first of all, borrowed ones) and derivational constructions based on borrowed derivational elements. Most loanwords come from the English language or are based on English examples. The lexical units borrowed from the English language are integrated into the German system of language and may be morphologically segmented relatively easily, which allows including them into the German system of word-formation. Linguistic calques, linguistic half-calques and derivational constructions based on borrowed derivational elements are considered to be the areas of the processes of borrowing and word-formation overlapping in the process on vocabulary enrichment. The borrowed lexical units are widely used in the German word-formation in the context of composition, less frequently – in derivation and contamination. Vocabulary enrichment occurs in different spheres of social life and is closely connected with changes in these spheres.
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Permana, Bagas Anugrah, and Myrna Laksman-Huntley. "PHONEMIC INTERFERENCE AND OVERREGULARIZATION IN THE /S/ AND /∫/ PHONEMES REALIZATION IN FRENCH." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 71–83. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25973.
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One of the problems in foreign language learning is interference, a rearrangement of patterns resulting from the presence of foreign elements in the language domain (Weinreich, 2010). This research shows how and why phonemic interference of /s/ and /∫/ phonemes occur from Indonesian and English although both phonemes exist in all three languages. Some interference begins from lexeme and then to phonemic level. Other faults are overregularization which is the application of regular grammatical patterns to irregular cases. This seems to support the Logical Problem of Language Acquisition which states that a student cannot correct his/her mistakes without explicit feedback from the linguistic environment (Pinker, 2004).The results of this research indicate that foreign language learning requires knowledge of non-structural elements that are outside of the language, not only following phonological, syntactic, morphological, or lexical rules (structural elements). For example, students' foreign language knowledge and cultural content in teaching materials.
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Asta, Balčiūnaitienė, and Teresevičienė Margarita. "Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education." Vocational Training: Research And Realities 29, no. 1 (December 1, 2018): 44–56. http://dx.doi.org/10.2478/vtrr-2018-0004.
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Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.
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Dimulescu, Cristina, and Andreea Nechifor. "Accommodating English for Specific Purposes to Computer Assisted Language Learning." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 2 (January 2022): 5–18. http://dx.doi.org/10.31926/but.pcs.2021.63.14.2.1.
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Based on a descriptive approach regarding the content of the LanGuide project, but in perfect accordance with the literature review on CALL, the present article researches into the technicalities of developing a mobile application for foreign language learning and assessing, in four different specialised fields (academic, mobility, administrative and IT) offered for six different languages (English, Romanian, Slovene, Italian, Croatian and Spanish) at 3 different levels of knowledge (beginner, intermediate and advanced) and for 3 different learning personae (student, teacher, and administrative staff member). Placing the users in the appropriate contexts by the task environment created for each exercise and including cultural elements from each of the foreign languages targeted, LanGuide manages to distinguish itself among other language learning mobile applications, by not only harmonizing ESP to CALL but also by combining the pedagogy of the communicative approach to teaching a foreign language to that of the digital era.
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Hutabarat, Ade Novita Sari. "Analisis Campur Kode dalam Whatsapp Grup Pertukaran Mahasiswa." Sintaks: Jurnal Bahasa & Sastra Indonesia 3, no. 1 (January 25, 2023): 21–24. http://dx.doi.org/10.57251/sin.v3i1.644.
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The purpose of this study is to describe the types of code mixing that occur in the independent student exchange group whatsapp group 1. The data source in this study is the conversation of exchange students who are members of the whatsapp group. This study uses a qualitative descriptive method, namely research that produces descriptive data in the form of words in written or oral form from the people and behaviors that are observed or studied. The research instrument was carried out in the form of documentation and observation (read and note) conversations in the independent student exchange group whatsapp group 1. The research data collection techniques were carried out through observation techniques and note-taking techniques. Based on the analysis of the types of code-mixing, it was found that the inner code-mixing the insertion language with elements of regional languages ??(Makassar, Minang, Bengkulu Malay), outer code-mixing the insertion with foreign language elements (Arabic and English), and hybrid code mixing insertion with foreign language elements. and regional languages ??(Makassar, Minang, Javanese, Sundanese) as well as foreign languages ??(English and Arabic) in the use of Indonesian.
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Muhammadu Sainulabdeen, M. S. Zunoomy, U. Israth, and A. M. M. Aaqil. "Contrastive Study on Differences in Sentence Aspects between Arabic, Tamil, and English Languages." Al-Lisan 7, no. 2 (August 30, 2022): 161–81. http://dx.doi.org/10.30603/al.v7i2.2643.
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This research focuses on studying differences in sentence elements between Arabic, English, and Tamil by exposing similarities and dissimilarities. It uses a descriptive contrastive methodology. This research is based on a theory of linguistics. According to this, the researchers used books, articles, theses, and website articles to obtain the necessary information for Secondary data. It finds that Arabic, English, and Tamil belong to different linguistic families. The Arabic language belongs to the Semitic languages, no matter what, Tamil language belongs to Dravidian, and English belongs to the Indo-European family. In this case, they specialize in specific sentence elements according to their linguistic components. Based on this, there are more differences than similarities. For example, there are differences in gender, numeral, tense, pronouns, adjectives, genitives, and articles. These things affect learning a language as a foreign or second language. This study helps the learners to get the differences between the languages. Learners of Arabic, a foreign language, should pay attention to their own language grammar in order to be fluent in both languages to study the Arabic linguistic system in contrast to the Tamil language for learning a language in the best way and to learn Tamil language in the best way, regardless of their mother tongue to learn Arabic fluently.
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Mushangwe, Herbert. "Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona." TranscUlturAl: A Journal of Translation and Cultural Studies 9, no. 1 (June 22, 2017): 157. http://dx.doi.org/10.21992/t9192f.
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The present study focuses on the challenges and strategies in translating Chinese or English prepositions into Shona. These two languages were chosen mainly because Chinese is becoming one of the most influential foreign language in Zimbabwe while, English is also one of the widely spoken foreign language in many countries. As already observed in some previous research, English and Chinese prepositions are captured in Shona phrases as morphemes. Words are the smallest elements that may be uttered in isolation with semantic or pragmatic content. This differs from morphemes which are defined as smallest units of meaning which cannot necessarily stand on their own. Research shows that Chinese and English prepositions do not have direct equivalent prepositions in Shona. We observed that Shona employs substitutes for Chinese and English prepositions, making translation of prepositions from other languages into Shona challenging.
Keywords: Prepositions; Shona; cross language comparison; Chinese and English, translation
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Nurkasheva, Fariza, and Murat Kakishev. "IMPROVING THE METHODOLOGY OF TEACHING ENGLISH USING ELEMENTS OF DISTANCE LEARNING." Globus: social sciences 7, no. 3(37) (October 19, 2021): 30–34. http://dx.doi.org/10.52013/2713-3087-37-3-3.
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The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.
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Oktavia, Wahyu. "Eskalasi Bahasa Indoglish Dalam Ruang Publik Media Sosial." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 2, no. 2 (August 30, 2019): 83–92. http://dx.doi.org/10.30872/diglosia.v2i2.20.
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Indoglish is a unique and unique form of language and is a blend of English and Indonesian. The purpose of this study is to describe the phenomenon of indoglish language escalation in the public space of social media. The form of this study is descriptive qualitative which as a whole utilizes the methods of interpretation by presenting it in the form of descriptions of words. Research data comes from various written languages obtained from facebook, whatsapp and instagram.. Data collection is used the method of note and note. Data analysis techniques are carried out through data reduction, data presentation and verification. The results of the study show that there are a) form of indoglish language, b) classification of indoglish languages based on Indonesian elements in foreign languages and foreign elements in Indonesian, c) factors that cause indoglish language namely age, linguistic, historical, foreign language influences, word needs new, equivalent Foreign or non-standard words, and social and cultural.
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Dovchin, Sender. "The role of English in the language practices of Mongolian Facebook users." English Today 33, no. 2 (August 15, 2016): 16–24. http://dx.doi.org/10.1017/s0266078416000420.
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Drawing on the linguistic practices of Facebook (FB) users in Mongolia, this article illustrates how multiple local meanings are produced in the local context of Mongolia, while English oriented linguistic resources are assimilated and injected into the local language – Mongolian. The research is timely in the context of contemporary Mongolia, as English continues to spread over and is used in more diverse ways than ever. Before 1990, Mongolia was a socialist nation, the satellite of the Soviet Union, with Russian language being the most important foreign language. English and other Western languages were uncommon, and Western cultural elements were largely resisted (Marsh, 2010). Following the collapse of Soviet Union, Mongolia embraced a new democratic society in 1990, transforming itself from a socialist to a democratic country with free market economy. Mongolia embraced the linguistic and cultural diversity, and English and other foreign languages have replaced the once popular Russian language. English has now immense role in both institutional and non-institutional contexts (Dovchin, 2016a, 2016b).
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Юлія Данилова, Наталія Лєбошин, and Ольга Савченко. "SYSTEMATIC APPROACH IN LEARNING ENGLISH TO DEVELOP LANGUAGE COMPETENCIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 45–55. http://dx.doi.org/10.31499/2307-4906.3.2020.219089.
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The subject matter of this article is a systematic approach as a methodological basis for teaching a foreign language. The object is the conceptual framework, means and ways of developing language skills and communicative competencies in the context of the academic subject “Foreign language”. To study the literature on the target issues and to sum up the obtained data, such general theoretical methods as the analysis and synthesis method, comparative historical analysis and cause-and-effect analysis were used. The goal of this study is to systematize the general principles of the systematic approach to learning a foreign language and, in the context of the systematic approach, focus on lexical and grammatical components of the language as a system so that university students can master them in a logical and consequential way. In the course of the study, the following tasks were solved: certain principles and ways of teaching a foreign language were considered, the importance to focus on developing lexical and grammatical component of speech competence while learning a foreign language was substantiated, the means aimed at mastering lexical and grammatical material in the context of the systematic approach were systematized so that communication skills be developed while learning English. Conclusions. The systematic approach in learning foreign languages is the main, holistic and most effective way of teaching since it makes it possible to identify all the parameters and relationships of the language components. In the context of the systematic approach, a language system is considered as a set of interconnected linguistic components, therefore, individual structures and elements cannot be viewed and interpreted fragmentarily, it is necessary to take into account the properties of the entire language system. The systematic approach to learning foreign languages is a more advanced technique of teaching since the methodology of teaching the language components in the context of the systematic approach provides the most optimal development of speech skills, abilities and communication competencies.
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Rozenfeld, Július. "Efficiency in Teaching English As a Foreign Language." Romanian Journal of English Studies 14, no. 1 (November 27, 2017): 132–40. http://dx.doi.org/10.1515/rjes-2017-0016.
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Abstract The objective of this paper is to formulate an acceptable definition of teacher quality based on effective use of time during the teaching process. Assessing teacher quality is hampered by the complexity of intersecting criteria in teaching profession. Quality is often defined broadly and in general concepts isolated from the actual classroom processes. Society, politicians, parents, educators proclaim that the quality of teachers matters, but it is difficult to come to a consensus, which markers of teacher quality can be measured reliably and which of these elements do have crucial impact on teaching. The major goal of this paper is to clarify what efficiency means in the teaching-learning process if time is taken as the main criterion; how knowledge can be defined and how teacher efficiency can be used as an objective marker of quality in teaching profession.
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Purba, Andiopenta. "How First and Second Languages Influence Indonesian Students’ English as a Third Language: Transfer and Interference Analysis." Elsya : Journal of English Language Studies 4, no. 2 (June 27, 2022): 147–56. http://dx.doi.org/10.31849/elsya.v4i2.8704.
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In the face of the scarcity of linguistic studies on Batak Toba language, this study tries to contribute by investigating how Batak Toba students’ local language and mother tongue’s elements are transferred to their English as a foreign language output. Specifically, this study aims to describe the transfer and interference of Batak Toba and Indonesian as first and/or second language and how they influence learners’ English as a third language. The study observed 15 English Education programme students who were selected via snowball sampling and analysed the way the students speak and translate a set of phrases to their respective second and third languages. Results indicated that the students’ first and second languages interferes with their English language performance at the phonological, morphological, and syntactic levels. The novelty of this study is that it offers a detailed investigation of how students whose first language, Batak Toba, and second language, Indonesian, interfere with the foreign language that is a mandatory subject in the country’s formal education system, namely English. Recommendations for teachers, particularly teachers of Indonesian learners whose students are primarily bilingual and multilingual, are discussed.
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Vela Gámez, Martha Alicia. "Code-switching as a Learning Strategy for EFL Learners." International Journal of Linguistics, Literature and Translation 6, no. 10 (October 20, 2023): 95–103. http://dx.doi.org/10.32996/ijllt.2023.6.10.13.
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Learning English as a foreign language (EFL) has great relevance for many people around the world due to globalization, technology, personal or professional goals and preferences. Likewise, English has been documented as one of the languages that has more non-native speakers than native speakers around the world (Shin, 2013). Code-switching is considered a linguistic variation and it has become a widely researched circumstance that is commonly reflected by bilingual, multilingual, and multicultural practices. This research has the objective to give an account of how English as a foreign language learner use code-switching as a learning strategy to achieve academic goals. A qualitative methodology and a descriptive approach were used to analyze data and to infer the following linguistic practices: a) code-switching use by emergent bilinguals as a learning strategy to acquire a foreign language and b) code-switching use affects emergent bilinguals´ language development. The research´s findings can be summarized stating that code-switching practices help students develop foreign language awareness by analyzing linguistic elements to express meaningful ideas taking it into practice. Concluding from extensive research, code-switching can be a helpful learning strategy for foreign language learners to achieve English within a communicative process allowing learners to be able to express and communicate a message proficiently.
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Gavrilova, Svetlana, Svetlana Korobova, and Elena Nesvetaeva. "TEACHING ENGLISH BY MEANS OF THEATRICALIZED ACTIVITIES." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta 13, no. 2 (2021): 55–61. http://dx.doi.org/10.47370/2078-1024-2021-13-2-55-61.
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The problem of finding effective methods of teaching foreign languages, focused on quick and easy assimilation of language material, its activation in the process of communication in various life situations, is the subject of numerous pedagogical discourse. A modern teacher is a mentor of the educational process, and is able to use a wide methodological and technological pedagogical toolkit. Among the most important problems of modern linguodidactics is the weak motivation of students to learn a foreign language in the absence of a linguistic environment. Therefore, the main task of organizing the educational process in teaching a foreign language is to develop students' interest in the language. The article focuses on the authors' practical experience on the use of theater technologies in additional language education and presents a tested foreign language teaching program. The research problem: what is the role of theatrical activities in teaching English? The purpose of the research is to substantiate the potential of theatrical activity in teaching English. The research methods used are observation, generalization, analysis. The research results: the influence of the means of theatrical activity on the process of teaching English to schoolchildren has been described; the understanding of theatricalization as an interactive educational technology in the English classroom has been presented; the experience of using elements of theater in extracurricular activities for the study of the English language have been described; the arguments of theatrical activity as an effective means of teaching a foreign language have been substantiated. Key findings: the means of theatrical activity include the following theatrical techniques: roleplay when reading foreign texts, a theatrical story about a character / historical personality, a scene, sketches, games, etc. Theatrical technologies complement the traditional form of the classroom, contributing to the development of open dialogical communication, the emotional component, broadening the horizons of students, which makes it possible to expand the range of opportunities for teaching a foreign language.
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Dung, Võ Thị. "VOCABULARY EXTENSIONTHROUGH ENGLISH – AMERICAN LITERATURE COURSEFOR ENGLISH MAJOR STUDENTS AT QUANG BINH UNIVERSITY." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (August 23, 2018): 67. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4958.
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<p><strong>Abstract</strong>. Vocabulary is one of the most important elements in learning foreign languages, which is the foundation to developing language competence. The main premise of the paper focuses on the background of vocabulary knowledge and then analyses the hurdles that English major students may encounter when engaging in learning languages and the factors that provoke communicative misunderstanding. The paper below suggests certain effective strategies to better help the Englishmajor students through an English – American literature courseat Quang Binh University.</p><p> </p>
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Yasin, Burhanuddin, Faisal Mustafa, and Ayu Mentari Sarani Bina. "Effective Classroom Management in English as a Foreign Language Classroom." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 91–102. http://dx.doi.org/10.14710/parole.v12i1.91-102.
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Classroom management is an essential element of the teaching and learning process which determines the quality of instruction. This research aims to investigate the elements of classroom management which can be effectively applied in EFL classrooms. This study is a review research study, where the data were collected from 43 previously published materials, restricted to books, dissertations, and articles published in academic journal. The data were analysed using data condensation, data display and conclusion drawing. The results of this study show that there are three elements of classroom management, i.e. seating arrangements, engagement, and participation. The seating arrangement has three effective components including u-shaped, sitting in a group, and orderly row. Further, student engagement consists of cognitive, behavioural, academic, emotional, social, intellectual, physiological, affective and relational engagement approaches. Meanwhile, participation includes classroom talk, teacher talk, collaborative talk, exploratory talk, disputational talk, and learner-managed talk. Therefore, it is recommended that teachers utilize effective classroom management components based on the results of this study to improve the quality of instruction.
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López-Obregón, Juan Carlos, and Tania Alexandra Rodas-Auquilla. "Teaching English as a foreign language to rural education students." IUSTITIA SOCIALIS 7, no. 1 (March 1, 2022): 25. http://dx.doi.org/10.35381/racji.v7i1.1700.
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The purpose of this study was to focus on the perspectives, problems, and suggestions of rural EFL teachers while teaching English to students in rural areas. This cross-sectional study aimed to identify the factors affecting students' motivation to learn English in the rural area of Ponce Enriquez. The technique used was a survey. The primary outcome was to understand from the students' perceptions the elements that impact the lack of motivation and the value of learning a foreign language. In addition, this study found that the main obstacles faced by EFL teachers in rural locations were students' low enthusiasm for learning English. As a result, the participants made joint recommendations to English teachers in rural areas.
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Shykyrynska, Oleksandra, Vanda Vyshkivska, Oleg Yatsyshin, Olena Malinka, and Inna Lobachuk. "THE ANALYSIS OF FUTURE PRESCHOOL TEACHERS' MOTIVES FOR LEARNING A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 584–94. http://dx.doi.org/10.17770/sie2021vol1.6248.
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The article focuses on the relevance of the study of future preschool teachers’ motivation for learning foreign languages, which is as follows: the ability to formally and informally communicate with foreign colleagues at conferences, seminars, symposia for discussing current issues of preschool education, the search for new text, graphic, audio and video information contained in foreign language materials for professional purposes, the creation of a foreign language educational environment in a preschool institution in order to teach children the elements of a foreign language. A definitive analysis of the concept of “motive” in domestic and foreign scientific sources is carried out. Based on the definition of motives for learning a foreign language by second-year students – future preschool teachers (according to the method of O.Yatsyshin), as well as on the observation of their activities in the process of learning English and during confidential conversations with them, the students’ motives for learning English as a foreign language are analyzed. Psychological and pedagogical conditions of the formation of future preschool teachers’ motives for learning English as a foreign language are presented: organization of cross-cultural communicative activity of students, creation of situations of guaranteed success during the learning process, creation of a professionally oriented educational environment. It is emphasized that the abovementioned conditions should be both interconnected and interdependent; they should also be implemented in the educational process of a higher education institution not gradually, but simultaneously and systematically, in order to receive the sustainable positive motives of future preschool teachers for learning a foreign language.
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Semenova, Galina, Anastasia Isaeva, Yana Nesterova, and Olga Gudkova. "The technology of augmented reality as a motivational factor for EFL future soil scientists in learning foreign language terminology of chemical elements." E3S Web of Conferences 363 (2022): 04051. http://dx.doi.org/10.1051/e3sconf/202236304051.
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Currently augmented reality technology, as one of innovative tools, is rapidly penetrating the process of mastering a foreign language, helping to diversify and optimize the learning process for a new generation of students. The use of augmented reality technology in the foreign language educational process helps to increase motivation of students to study a foreign language at a university. The purpose of the study is to examine and analyze the impact of augmented reality technology on future soil specialists’ motivation in the process of learning English as a foreign language. To achieve the goal of the study, a comprehensive research methodology was chosen: theoretical analysis of scientific, pedagogical and methodological literature on the topic of research, pedagogical observation, survey, interview, analysis of the research results. Along with traditional methods, the elements of augmented reality were introduced in the process of teaching a foreign language to first-year students of non-linguistic specialties in order to identify the effectiveness of the influence of the technology on students’ motivation in learning English as a foreign language. The authors conclude that the technology of augmented reality has a didactic potential in the study of a foreign language in general and in the study of foreign language terminology of chemical elements in particular.
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Parnyuk, Natalia V., and Zoya G. Don. "English for lawyers: the design of foreign language training." Samara Journal of Science 12, no. 2 (June 30, 2023): 306–12. http://dx.doi.org/10.55355/snv2023122318.
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The study deals with the development and design of the foreign language education program aimed for postgraduates getting a Master of Law Degree at Saint Petersburg University of the Ministry of the Internal Affairs of Russia. The research is needed to build relationships across courses while creating and implementing educational programs. The paper analyzes the concepts interdisciplinarity, interdisciplinary education by researchers of national pedagogical science and foreign researchers. It also highlights the characteristics of interdisciplinary education, develops the structure of an interdisciplinary approach to learning a foreign language, and describes the elements of educational and methodological support of the course. It shows the process of the syllabus development as well as the coursebook creation and conducts a questionnaire. The study has shown that an interdisciplinary approach to teaching a foreign language is carried out through the reliance of a foreign language on specialized courses in order to establish significant, from students point of view, links between courses to develop foreign language communicative competence as well as improve professional knowledge through language, particularly, the ability to find, understand, synthesize and use knowledge of specialized courses through English and in English, expanding the professional and personal worldview.
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He, Fan, Yibo Hu, and Jiahe Zhang. "The Implementation Methods of the Ideological and Political Theories Teaching in Foreign Majors: A Case Study of Comprehensive English Course." Journal of Education and Educational Research 7, no. 3 (March 17, 2024): 214–19. http://dx.doi.org/10.54097/2e6qrr94.
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Ideological and political theories teaching is an education and teaching concept with Chinese characteristics, which is an introduction of ideological and political elements in all kinds of curriculum teaching. It is aimed at guiding students to establish correct outlook on the world, life and values. During the study of foreign language and culture, students are more susceptible to the impact of diverse cultures, values and ideologies. Therefore, colleges and universities should strengthen the cultivation of patriotism, national consciousness and core socialist values of foreign language students. As a college Foreign Majors course, Comprehensive English course has the advantage of playing the function of implicit ideological and political education. Integrate Chinese elements and patriotic education while teaching English language knowledge and skills. This paper analyzes the understanding of ideological and political theory teaching, teaching content, evaluation system, teaching process and other ways to integrate ideological and political education into the teaching of comprehensive English courses. It is conducive to cultivating students' patriotism and training high-quality foreign language specialists.
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Chikina, Elena Evgenevna, and Valeria Andreevna Averina. "Foreign language textbook as semiotic phenomenon." Ethnic Culture 5, no. 4 (November 28, 2023): 68–73. http://dx.doi.org/10.31483/r-108013.
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The aim of this paper is the semiotic analysis of a foreign language textbook as a semiotic phenomenon reflecting the cognitive attitudes of its authors and aimed at forming not only external but also deep layers of the learner's linguistic personality, responsible for motivation, intents and attitudes. The material to be analysed is a popular line of EFL textbooks “English file” by British authors Ch. Latham-Koenig and C. Oxenden. The scientific novelty of the work is that for the first time a foreign language textbook is considered not as an educational and methodological text, but as an alternative reality, a dynamic complex sign, similar to the discursive space of a fiction book. The study is conducted by applying the method of contextual analysis, the method of cognitive-pragmatic analysis, and the interpretive method to the polycoded texts of EF-textbooks. The authors conclude that the semiotic complex of EF-textbooks exhibits the characteristics of an educational novel of fiction, where the learner assumes the function of a fairy-tale hero, acting in the space of English-language cultural mythologems, reference-metric elements, topoi and narratives. As a result of active realisation of the happy end narrative, supported by the system of topoi and precedent names characteristic of the English-language conceptosphere, the textbook uses the suggestive potential of the so-called soft power to form changes at the motivational-pragmatic level of the linguistic personality.
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Hama, Farhad Majeed, Diaman Abdulrahman Ismael, and Aram Kamil Noori. "Possible Motivations for Learning English amongst Kurdish EFL Undergraduate Learners at the University Level." Journal of University of Human Development 7, no. 1 (February 7, 2021): 35. http://dx.doi.org/10.21928/juhd.v7n1y2021.pp35-42.
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It can be argued that integrative and instrumental kinds of motivation are two prominent factors in learning new languages. Each kind of motivation works differently in various contexts. Besides, several studies have been investigated in EFL (English as a foreign language), and ESL (English as a second language) settings. There are also external factors that have impacts on different types of motivation and learners. There are also obvious reasons for learning English as a foreign language. This study focused on integrative and instrumental kinds of motivation amongst Kurdish EFL undergraduate learners at the University of Sulaimani in the Iraqi Kurdistan Region. The finding showed that getting a job is a major motivator for learning English amongst learners. However, cultural and communication goals were two other important goals that encouraged learners to learn English. In general, the results revealed that instrumental motivation was more significant than integrative motivation. Additionally, some elements affected and increased learner's motivation such as parental aids, teachers, social, personality, and university environment.
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Bogdanowicz, Mateusz. "The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective." Echa Przeszłości, no. XXII/1 (May 10, 2021): 335–62. http://dx.doi.org/10.31648/ep.6722.
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The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.
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Chau, Thi Hoang Hoa, and Vien Truong. "Integrating culture into teaching English to young language learners." Tạp chí Khoa học Đại học Văn Hiến 6, no. 1 (May 29, 2018): 24–30. http://dx.doi.org/10.58810/vhujs.6.1.2018.6120.
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Culture and language are two intertwined elements in education especially in language teaching. It is the interrelation between the two factors that makes integrating culture in foreign language les- sons taken for granted. The inseparable combination of language acquisition and cultural awareness is found at all levels of English education from primary to secondary. This paper aims at reviewing the published literature on the importance of teaching intercultural competence (IC) to young language learners from different theories in teaching and learning a foreign language. The study will provide an overview of the necessary and natural roles of IC in language lessons for the teachers in the field.
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Qi, Shasha, and Ali Derakhshan. "English foreign language learners’ perceptions of cultural elements in Chinese EFL textbooks." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 42 (June 28, 2024): 261–81. http://dx.doi.org/10.30827/portalin.vi42.28407.
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Our study aims to culturally analyze the textbook series in the context of China using a questionnaire taken from Kilickaya (2004). To this end, 635 EFL students participated and filled out a questionnaire. In addition, 31 students were randomly selected for a semi-structured interview. The results of the study indicated that students’ perceptions of the meaning and purpose of textbooks were found to be positive. As for materials on culture, it is argued that textbooks should include both macro and micro-cultures. The findings showed that the teaching contributions did a good job of presenting various perceptions from the students' points of view. Students felt that the textbooks represented diverse societies and were relevant to their home culture, but they felt that the manuals were less effective in presenting the values of social groups. The results demonstrated that the same location of images and text in textbooks is usually the display index. EFL textbooks for language learners in China are mainly composed of index relationships between texts, pictures, and tasks, showing a focus on descriptive meaning. Ultimately, the outcomes of this inquiry provide practical implications for EFL stakeholders.
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DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.
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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.
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Novita, Dian, Moh Yamin, Wahyu Taufiq, and Sema G. Dilna. "Teachers’ Practices Toward Cultural Representations in an EFL Textbook: Preparing Students for A Global Experience." Journal of Languages and Language Teaching 12, no. 1 (January 9, 2024): 254. http://dx.doi.org/10.33394/jollt.v12i1.9548.
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Acquiring a foreign language necessitates navigating practical situations that transcend linguistic and cultural barriers. Therefore, it is the teachers’ responsibility to develop these abilities. However, teachers rarely do so in a foreign language (FL) teaching. Integrating culture into the process of language teaching becomes crucial. Utilizing the textbook is one method to incorporate culture into the FL classroom, as it contains cultural material and linguistics. Limited research has been devoted to pedagogical analysis compared to the extensive concentration on content analysis in ELT textbook studies. The study aims to examine the teachers’ approaches to cultural depictions in an international English for Foreign Language (EFL) textbook, intending to educate students on a global worldview. The present study employed a qualitative research method with a case study design. The study recruited two junior high school English teachers who taught seventh-grade students at a private school in East Java, Indonesia. These teachers had incorporated cultural elements into their teaching. The instruments used to accomplish the research purpose were observation and post-observation interviews. The study's findings have verified that teachers utilized a comparative approach in presenting foreign cultural elements from the supplementary book to enhance English language learning. Exploring the students’ culture and contrasting it with foreign cultures has the potential to inspire greater participation from students in classroom activities. Using this strategy enables students to develop their English language proficiency in both linguistic and cultural aspects.
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Tong, Lien Thi My. "Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 29. http://dx.doi.org/10.21093/ijeltal.v5i1.564.
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Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of English participated in the study over a four-week period by attending semi-structured interviews. The findings highlighted a variety of elements discouraging the learners’ participation related to themselves, pedagogy, and culture and also revealed internal elements as the most significant.
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Bandrivska, Nataliia. "English and French vocabulary as a product of historical development." ScienceRise: Pedagogical Education, no. 4(49) (July 29, 2022): 12–16. http://dx.doi.org/10.15587/2519-4984.2022.261748.
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The word-stock of any language may be subdivided into the sets. The elements of one are native, the elements of another are borrowed. Borrowings are modified in phonetic shape, spelling or meaning according to the standards of the recipient language. The process of interpenetration is constantly going on. One penetrated into a certain language system, a loan word is assimilated and undergoes semantic changes. The greater are the changes, the weaker is the connection of the word with its traditional use in the original language. According to the latest lexicographic data we can speak of a formation tendency of new lexical equivalents in Indo-European languages and the necessity to study them. The French language, which is the object of the study of language, consists of several varieties. The vocabulary of the language is constantly changing, to a greater or lesser extent. Changes are tracked and recorded, which allows to adequately understand modern language, which is developing as a living thing. Social changes of time, caused by changes in the structure of the socio-political system, changes in ownership and composition of active participants in communication, cause a conscious change in language norms. This is expressed primarily in the growth of variant elements of communication, a large number of new loanwords and terms, and, finally, in stylistic changes in the meaning of oral and written language, with a marked change in the domestic sphere of communication. The problem, investigated in the article, is connected with the history of penetration of foreign words, among them English, into the French language and vice versa. Everybody can withness the influence of English borrowings in one foreign language nowadays, the process of adaptation of Anglicisms. The aim of the paper is to confirm loanwords in the French language that are a result of lexical interference of two languages – two cultures – in contact. The material of the investigation is about 70 per cent of Anglicisms, picked out from the latest mass media publications in French. The scientific novelty of the research consists in the fact that Anglicisms make up a part of the French word-stock, replenish the language vocabulary
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Nadera, Boukhatem. "Integrating Cultural Activities in the Algerian Language Classroom: On The Move Textbook." Advances in Language and Literary Studies 9, no. 5 (October 31, 2018): 65. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.65.
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Language and culture are two inseparable entities.Therefore, learning a language is at once learning the culture of the people using it.One’s mastery of the linguistic elements of a language does not guarantee a person can communicate through it. Cultural understanding is obligatory. This paper discusses the various finding and ideas on the integration of culture into a foreign language teaching.Its focus is to highlight the importance, existence, impact, and the techniques of integrating cultural elements into the teaching of English as a foreign language.
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Purba, Hemat. "The Importance of Including Culture in EFL Teaching." JET (Journal of English Teaching) 1, no. 1 (February 1, 2011): 44. http://dx.doi.org/10.33541/jet.v1i1.51.
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Language and culture are two inseparable entities. Therefore, language learning is at once a cultural learning. One’s mastery of the linguistic elements alone does not guarantee he will be able to communicate through a language. Mastering the cultural element is a must. This paper discusses various research findings and opinions on the integration of culture into the teaching of foreign language teaching. The discussion aimed to highlight the foundation, the existence, impact, and technical integration of cultural elements into the teaching of English as a foreign language.
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Markey, Michael. "Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland." Journal of Immersion and Content-Based Language Education 10, no. 1 (March 28, 2022): 33–61. http://dx.doi.org/10.1075/jicb.19014.mar.
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Abstract This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how bilingual language experience can be harnessed through analysis of quantitative and qualitative data from English-medium and Irish-medium secondary school students in Ireland, focusing on how they identify and deploy elements of this experience when learning French via the elaboration of strategies and use of metalinguistic awareness. Beyond measures of proficiency, findings show the need for pedagogical tools that allow students to fully exploit their previous language experience.
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Kormazina, Olga P., Dmitry A. Ruban, and Natalia N. Yashalova. "Hotel Naming in Russian Cities: An Imprint of Foreign Cultures and Languages between Europe and Asia." Societies 12, no. 2 (March 30, 2022): 58. http://dx.doi.org/10.3390/soc12020058.
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Hotel naming can contribute to cultural exchange, and big countries boasting lengthy peripheries and sharp “cores” are suitable for studying this contribution. Foreign cultural and linguistic imprints in hotel names is studied in four big cities of Russia, namely Rostov-on-Don, Nizhniy Novgorod, Krasnoyarsk, and Vladivostok. It is established that the hotels with names bearing foreign-culture elements constitute up to 20–25% of all hotels in each given city. These elements can be linked to many, chiefly West European countries. The English foreign-language elements are the most common, whereas the French and Italian elements occur in subordinate numbers. The linguistic-cultural types of the hotel names are commonly toponyms and landscape-related symbols. The imprint of foreign cultures and languages in the hotel names diminishes together with the increase in distance from the western state border.
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Kudelska, Olha, and Olena Melnytska. "PECULIARITIES OF USING INTERNET EDUCATION IN THE TRAINING OF ENGLISH LANGUAGE TEACHERS." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 98–104. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261214.
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Due to a drastic transition to a remote form of organization of the educational process, the demand for Internet products aimed at education has increased. Based on this, online services offer newer platforms and resources for online learning and foreign language studying in particular. In order to ensure the appropriate quality of the educational process, a modern teacher must be free to operate the tools of smart technologies. The purpose of this article is to reveal the concept of online education and study the features of the use of elements of this format of education in the training of English teachers. To achieve this goal, the following research methods were used: analysis of the work of domestic and foreign scientists on the research issue, synthesis, and generalization. The article offers an overview of the latest online educational platforms and applications for learning foreign languages with the possibility of integration into vocational training courses for students of higher education institutions in the specialty 014 Secondary Education (Language and Literature (English)). The paper pays special attention to the use of Internet resources that promote the development of critical thinking, speaking skills, skills of organizing autonomous learning, and the ability of users to assess themselves and monitor their learning progress. The benefits of using online education in the training of future English teachers were identified. We can state that the variety of online resources and platforms for learning foreign languages provides teachers with effective tools for the development of students’ mastery of the material under the study.
Keywords: Internet education; innovative educational technologies; British Council; the English language; online learning; educational platforms; teacher training; English language teacher; distance learning.
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Kaneva, Penka. "Implementing Music into Foreign Language Teaching." Педагогически форум 10, no. 4 (2022): 56–63. http://dx.doi.org/10.15547/pf.2022.025.
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Results from recently published scientific papers which reveal how music activities influence language development are presented in the article. A statement is made that in order to be able to implement cross-curricular links future teachers should be well acquainted with the theoretical grounds and possibilities for integrating music with foreign language teaching. The results from a survey of future teachers’ views on the relationship between music and language development and on the ways of implementing musical elements in language teaching and learning are presented in the paper. Introducing the new academic course “Musical works into the foreign language teaching of young learners (English)” into the syllabus was the reason to do the survey. On the basis of the survey data some conclusions are made. Although the future teachers’ views on the influence of music on language development are still imprecise and incomplete they all show a positive attitude towards implementing music in the process of teaching a foreign language to children. The course “Musical works into the foreign language teaching of young learners (English)” will give students the opportunity to familiarize themselves with the results of recently done scientific research that reveal particular facts and parameters of this influence and will help them acquire competences for implementing musical works into the process of teaching a foreign language to children.
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Idris, Mariam Oluwatoyin, Muhammed Yusuf, Mohd Hafis Mohd Hanif, Salisu Monsuru Adekunle, and Bakare Kazeem Kayode. "An Appraisal of the Attitudes and Achievement Motivation of Arab Postgraduate Students Towards the Learning of the English Language in Selected Malaysian Public Universities." Asian Journal of Assessment in Teaching and Learning 11, no. 1 (May 25, 2021): 34–46. http://dx.doi.org/10.37134/ajatel.vol11.1.4.2021.
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Motivation and Attitude, being linked frequently to actual classroom studying situations, are very significant and crucial contributing elements within the second language learning process. The role of attitude and motivation in the acquisition of foreign languages has been a major concern to foreign language researchers. Attitude and motivation are known as essential and distinctive thoughts in social sciences. They have as well maintained their position as a central concept on the field. Attitude is an essential part of understanding human behaviour and it is considered as a mental state that includes feelings and beliefs. In this systematic review, the researchers explain the concept of attitude and its models, attitudes and language acquisition, and achievement motivation and its theories. The review of related literature shows that Arab postgraduate students have some positive attitudes towards the learning of the English Language and are also motivated towards the learning of the English Language.
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Mu’in, Fatchul. "Phonemic Interference of Local Language in Spoken English by Students of English Department of Lambung Mangkurat University." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 64. http://dx.doi.org/10.17507/jltr.0801.08.
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In the process of learning foreign language, learners often face a number of difficulties. The difficulties are related to learning new phonemics, new vocabulary, and various ways of arranging words into sentences in a new language. Learning English for students of Lambung Mangkurat University is a difficult matter. This is because their habit in using local language (Banjarese) is said to be strong, so it is difficult for them to change it. As a result, they simply apply the pattern and the phonemic rules of Banjarese language into English. This causes interference.In detail, the interference is caused by many differences between the two languages, namely Banjarese language and English. Banjarese language has 3 vowels, while English has 12 vowels. Banjarese language only has 3 diphthongs, whereas English has 9 diphthongs. Banjarese language only has 18 consonants, while English has 24 consonants. Given that the students’ habit in speaking Banjarese language has been strong and there are many differences of phonemic elements, interference phenomenon cannot be avoided, which is, in this case, phonemic interference.
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Jagusiak, Bogusław, and Agata Jagiello-Tondera. "Language education in the security system of the Republic of Poland." Studia Administracji i Bezpieczeństwa 10, no. 10 (June 30, 2021): 147–68. http://dx.doi.org/10.5604/01.3001.0015.6249.
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The English language has become the lingua franca of the contemporary world; a global language. The process of globalisation has also influenced the increasing demand for learning English. The demand involves not only general language but also language for specific purposes, including language of the military environment, Military English. English has also become the language of interoperability in NATO. The North Atlantic Alliance has always paid particular attention to the knowledge of foreign languages, which was expressed, among others, by the establishment of the BILC International Language Coordination Office and the development of language standards applicable to all Member States, STANAG 6001. Language education in the armed forces in Poland follows the Alliance’s guidelines. The correct use of military language and its understanding creates a successful administrative and operational military environment. On account of appropriate application of terminology, potential misunderstandings or misinterpretations of military activities can be avoided. Language education is one of the elements of language policy in the field of security.
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Kaneva, Penka. "[Ideas for Integrating Music Elements into the Process of Teaching English as a Foreign Language in Primary School." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 50, no. 1 (February 21, 2023): 30–36. http://dx.doi.org/10.53656/for23.12vari.
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Regardless of the scientific evidence about the positive influence of music on language development, the presence of music elements in the process of teaching English as a foreign language is still insufficient. Some methodological ideas are presented in the paper, after the thorough review and interpretation of literary sources. These ideas can be applied both to the excercises from the textbooks and to the additional learning content selected by the teachers according to the language level and needs of the students. The possibilities for integrating music elements into the process of teaching English as a foreign language are divided into two groups: 1) activities which integrate instrumental music and 2) activities which integrate vocal music and rhythmic elements. Presented methodological ideas do not exhaust all available ones but could become starting point for developing new solutions and to help pedagogical specialists to see the positive influence of the music on language development.
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Korenieva, I., and S. Levchenko. "Content Language Integrated Learning (CLIL) of foreign students in the process of pre-university training." New Collegium 1-2, no. 107 (June 24, 2022): 64–67. http://dx.doi.org/10.30837/nc.2022.1-2.64.
Full textAbstract:
The topical issue of today is the integration of CLIL into pre-university training of foreign students in Ukraine, as recently specialists in foreign languages are highly valued. In this regard, integrated learning of foreign languages and professional disciplines (subject-language integrated learning – Content Language Integrated Learning) has been actively developed. The basic principles of CLIL are considered, namely: what it is based on and how learning takes place. The purpose of training is formulated. The characteristics of CLIL are given: hard CLIL and soft CLIL. The CLIL lesson illustrates the various means of classroom activities and the elements that make the CLIL lesson interesting, which increases the level of motivation and involvement of students.
The current state and problems of translation and teaching of subjects for the preparation of foreign medical students in English are analyzed. The advantages of using CLIL are revealed, namely: continuity of education, learning and improving the language naturally, improving the quality of education, training language skills, etc. The difficulties and shortcomings of using CLIL are analyzed: imperfect English language proficiency by subject teachers, low level of English language proficiency by students.
The historical aspects of language translation and current use of SAT tools for automated translation by teachers are considered: principles of work and advantages. The variety of existing SAT technology programs is analyzed and the advantages of using SmartCAT program are substantiated. A number of problems related to the teaching and methodological support of subjects studied in a foreign language are considered. It is concluded that language can be not a goal, but a means of learning another subject, but only if the teacher uses the tools of subject-language integrated learning.