Relevant bibliographies by topics / Foreign language pedagogy

Academic literature on the topic 'Foreign language pedagogy'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Foreign language pedagogy"

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Habibullayevna, Ergasheva Sayyora, To’rayeva Komila Tohirjanovna, Maxsutkhodjayev Muzaffar Mutalifovich, and Nosirova Odina Dilshodbek Qizi. "Pedagogy Technologies In Foreign Language Teaching." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 701–7. http://dx.doi.org/10.37547/tajssei/volume03issue04-113.

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Williams, Kevin. "Critical Pedagogy and Foreign Language Education." Journal of Philosophy of Education 38, no. 1 (February 2004): 143–48. http://dx.doi.org/10.1111/j.0309-8249.2004.00369.x.

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Reagan, Timothy. "Constructivist Epistemology and Second/Foreign Language Pedagogy." Foreign Language Annals 32, no. 4 (December 1999): 413–25. http://dx.doi.org/10.1111/j.1944-9720.1999.tb00872.x.

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Shvetsova, Marina Zhanovna, Elena Nikolaevna Koreneva, and Ekaterina Viktorovna Kormosh. "Assimilation of Anatomical Terminological Vocabulary by Foreign Students Studying Russian as a Foreign Language." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 64–68. http://dx.doi.org/10.30853/pedagogy.2020.1.12.

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MOTOV, Sergey Vladimirovich. "LINGUOCOGNITIVE FOUNDATIONS OF FOREIGN LANGUAGE TEACHING." Tambov University Review. Series: Humanities, no. 175 (2018): 37–44. http://dx.doi.org/10.20310/1810-0201-2018-23-175-37-44.

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One of the main goals of foreign language teaching is establishing a communicative competence in students in its tight connection with the culture of the corresponding country. The modern foreign language pedagogy is in a constant search of the ways to improve the educational process. One of such ways – lignucognitive – is being considered. It allows to integrate the achievements of cognitive linguistics into the structure of communicative-oriented teaching for education quality improvement. There were mentioned the results of a number of scientific researches that have proven to be effective in implementing of different methods of cognitive linguistics while teaching lexical and grammatical aspects of foreign language. While focusing on a series of foreign language teaching linguocognitive studies it has been proven that the principles and methods of cognitive linguistics can be integrated into the structure of lessons. Such an integration meets a number of criteria for an effective education: accessibility, visualization, explication, motivation, anthropocentricity, structuredness, communicative orientation, cultural conditionality, reflectivity. Eventually that allows to achieve the main goal of the pedagogic process while teaching foreign languages – language acquisition in all its aspects and its connection to the culture of the corresponding country.
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Crookes, Graham. "SLA AND LANGUAGE PEDAGOGY." Studies in Second Language Acquisition 19, no. 1 (March 1997): 93–116. http://dx.doi.org/10.1017/s027226319700106x.

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The connection between SLA research and second and foreign language (S/FL) teaching is discussed in this paper, from the viewpoint that such a relationship is desirable and that it is advantageous to see it as one mediated by a variety of factors. At the same time, it is asserted that the relationship is presently often weaker than it should be. The conditions under which S/FL language teaching take place are identified as strongly contributing to this state of affairs, though other aspects of SLA research that might have limited its relevance to teaching are also considered. A call is made for empirical studies into the use by teachers of research.
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Huszti, Ilona. "Current language pedagogy issues in Transcarpathia." Acta Academiae Beregsasiensis, Philologica I, no. 2 (December 20, 2022): 219–32. http://dx.doi.org/10.58423/2786-6726/2022-2-219-232.

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The aim of this paper is to outline the current situation of foreign language teaching in Transcarpathia and to present the current issues in language pedagogy in our region. In order to understand the present, we need to know the past, so we will first say a few words about foreign language teaching in Transcarpathia before 1991, i.e. what foreign language (FL) teaching was like before Ukraine became independent. In the early 2000s, the country underwent a reform in the teaching of FL, the main change being that children started learning a FL at the age of seven, three years earlier than before. In 2004, the first comprehensive research on language pedagogy in Transcarpathia was carried out, which assessed the situation in English language teaching at that time. In our study we draw a parallel between the situation 18 years ago and the present, pointing out changes and differences. We describe in more detail the current situation of foreign language teaching in Transcarpathia, and then address one of the most topical issues, the Advanced Level Foreign Language Examination (ZNO), and why in 2022, no such examination will be offered to school-leavers. The research team of the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education investigated distance learning in the quarantine situation due to COVID-19 in 2020, the effects of online education on the quality of teaching, the attitudes of teachers and learners, instructors and students towards digital education. A survey of secondary school children showed that although most of them had problems with online learning, their attitudes to learning were serious, they had developed their digital skills to a large extent, although some became demotivated as a result of online learning. Nevertheless, they have developed learner autonomy, which continues to help them to learn independently (Fábián, Huszti, Lechner and Bárány, 2021). At the end of the study, we summarise the impact of the pandemic on language learning in higher education in Transcarpathia. We can say that the most significant positive outcome of online education is that both teachers and students have greatly improved their digital skills and gained new technological knowledge that they can easily use in the future (Bárány, Fábián, Lechner and Huszti, 2022).
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Frimberger, Katja. "Towards a pedagogy of strangeness." Scenario: A Journal of Performative Teaching, Learning, Research III, no. 1 (January 1, 2009): 34–45. http://dx.doi.org/10.33178/scenario.3.1.4.

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Engagement in depth with a foreign language is a challenging experience. Within the experience, and at a crucial interface – where familiar perspectives are questioned, deconstructed and re-considered – lies an area that I term ‘strangeness’. The word strange has a range of meanings; “outside of”, “alien”, “different”, “unusual”, “exceptional to a degree that excites wonder or astonishment” (OED 1989). The strangeness that resonates within a foreign language reflects several of these definitions; it is multi-faceted, unpredictable, even sometimes unfathomable, but ultimately, I hope to show that it has exciting, life-enriching potential that, like the latter definition above, will elicit wonder and astonishment. This article proposes a ‘pedagogy of strangeness’ in foreign language education that aims to provide some ideas and praxis to help students unlock more of the enriching potential that the study of the subject holds. The term ‘predictable strangeness’ is used critically to describe the conventional approach to teaching language and culture. The idea of ‘unpredictable strangeness’ is employed to elucidate the subtleties that lie especially within an ethnographic approach to foreign language teaching. Theatre and drama concepts that substantially employ strangeness within their work will be shown to have particular relevance to my article. Engagement in depth with a foreign language is a challenging experience. Within the experience, and at a crucial interface – where familiar perspectives are questioned, deconstructed and re-considered – lies an area that I term ‘strangeness’. The word strange has a range of meanings; “outside of”, “alien”, “different”, “unusual”, “exceptional to a degree that excites wonder or astonishment” (OED 1989). The strangeness that resonates within a foreign language reflects several of these definitions; it is multi-faceted, unpredictable, even sometimes unfathomable, but ultimately, I hope to show that it has exciting, life-enriching potential that, like the latter definition above, will elicit wonder and astonishment. This article proposes a ‘pedagogy of strangeness’ in foreign language education that aims to provide some ideas and praxis to help students unlock more of the enriching potential that the study of the subject holds. The term ‘predictable strangeness’ is used critically to describe the conventional approach to teaching language and culture. The idea of ‘unpredictable strangeness’ is employed to elucidate the subtleties that lie especially within an ethnographic approach to foreign language teaching. Theatre and drama concepts that substantially employ strangeness within their work will be shown to have particular relevance to my article.
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Kuznetsova, Anastasiya Valer'evna, and Sergei Viktorovich Chernyshov. "Theoretical Model of Senior Pupils’ Intercultural Foreign Language Competence." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 41–45. http://dx.doi.org/10.30853/pedagogy.2020.1.7.

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Grigor'eva, Dar'ya Aleksandrovna, Al'bert Yakovlevich Nain, and Ol'ga Leonidovna Karpova. "Methodology to Develop Military Students’ Foreign-Language Communicative Competence." Pedagogika. Voprosy teorii i praktiki, no. 2 (April 2020): 223–27. http://dx.doi.org/10.30853/pedagogy.2020.2.17.

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Dissertations / Theses on the topic "Foreign language pedagogy"

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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Dashwood, Ann, and n/a. "Third Turn as a Teachable Moment in Foreign Language Pedagogy." Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060810.092724.

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Talk is the vehicle of exchange in language classrooms when communicative competence is being developed. Turns of talk then facilitate the meaning-making process as students and teachers collaboratively come to understand the discourse of knowledge they are co-constructing. During the pivotal third turn in the essential teaching exchange, there is potential for teachers to realise productive pedagogies as they facilitate their students' organisational and pragmatic skills in the foreign language. This study brings a lens to Initiation-Response-Evaluation (IRE) triadic dialogue, which has been criticised for its monological overuse and limitation of students' language production. Analysis of the third turn shows the uptake to be an implicit move in the exchange. Teachers appear not to be aware of the potential benefit it offers them for co-constructed language use at that point in teacher-student interactions. Teachers draw on students' background knowledge and experiential learning in the four domains of productive pedagogies (intellectual quality, supportive classroom environment, recognition of difference and connectedness) when they engage them through an authentic use of language. For this study, potential for productive pedagogy was investigated in the classroom talk of two teachers of Japanese at year 10 level. In a case study, six transcribed and translated lessons were subjected to conversational and membership categorisation analyses using Bachman's (1990) communicative language ability framework to describe language production around the third turn and to hypothesise its effectiveness in providing opportunities for students to generate output in the target language.
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Dashwood, Ann. "Third Turn as a Teachable Moment in Foreign Language Pedagogy." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366529.

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Talk is the vehicle of exchange in language classrooms when communicative competence is being developed. Turns of talk then facilitate the meaning-making process as students and teachers collaboratively come to understand the discourse of knowledge they are co-constructing. During the pivotal third turn in the essential teaching exchange, there is potential for teachers to realise productive pedagogies as they facilitate their students' organisational and pragmatic skills in the foreign language. This study brings a lens to Initiation-Response-Evaluation (IRE) triadic dialogue, which has been criticised for its monological overuse and limitation of students' language production. Analysis of the third turn shows the uptake to be an implicit move in the exchange. Teachers appear not to be aware of the potential benefit it offers them for co-constructed language use at that point in teacher-student interactions. Teachers draw on students' background knowledge and experiential learning in the four domains of productive pedagogies (intellectual quality, supportive classroom environment, recognition of difference and connectedness) when they engage them through an authentic use of language. For this study, potential for productive pedagogy was investigated in the classroom talk of two teachers of Japanese at year 10 level. In a case study, six transcribed and translated lessons were subjected to conversational and membership categorisation analyses using Bachman's (1990) communicative language ability framework to describe language production around the third turn and to hypothesise its effectiveness in providing opportunities for students to generate output in the target language.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Sellards, Regula. "Pedagogy and Successful Practices in Dual Language Programs." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689317.

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The purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs.

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Zhao, Wenting. "Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500328309151353.

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Li, Cong. "Gamification in Foreign Language Education: Fundamentals for a Gamified Design of Institutional Programs for Chinese as a Foreign Language." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.

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Meng, Nan. "Chinese Culture themes and Cultural Development: from a Family Pedagogy to a Performance-based Pedagogy of a Foreign Language and Culture." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345312833.

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Yang, Jia. "Toward a Pedagogy of Conventional Expressions in Chinese Culture." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397695945.

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Hadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.

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This project offers methods for English-as-a-foreign-language (EFL) undergraduate students to improve their English skills following a lexical approach to language incorporating the methodology of corpus linguistics research.
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Chai, Donglin. "Toward a Program of Acquiring Culture Themes by Beginning Students of Chinese as a Foreign Language." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343705588.

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Books on the topic "Foreign language pedagogy"

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Krawutschke, Peter W., ed. Translator and Interpreter Training and Foreign Language Pedagogy. Binghamton: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/ata.iii.

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1966-, Osborn Terry A., ed. The foreign language educator in society: Toward a critical pedagogy. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.

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Piątkowska, Katarzyna. Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies. Heidelberg: Springer International Publishing, 2013.

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Robert, Phillipson, and Færch Claus, eds. Foreign/second language pedagogy research: A commemorative volume for Claus Færch. Clevedon, Avon, England: Multilingual Matters Ltd, 1991.

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Piątkowska, Katarzyna, and Ewa Kościałkowska-Okońska, eds. Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00161-6.

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Drożdż, Grzegorz, and Barbara Taraszka-Drożdż, eds. Foreign Language Pedagogy in the Light of Cognitive Linguistics Research. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58775-8.

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The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: Cambridge University Press, 2012.

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Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, N.J: Prentice Hall Regents, 1994.

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Teaching by principles: An interactive approach to language pedagogy. 2nd ed. White Plains, NY: Longman, 2001.

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Mari, Noda, Brockett Chris, Harada Fumiko H, and Quinn, Charles J., Jr., 1948-, eds. Acts of reading: Exploring connections in pedagogy of Japanese. Honolulu: University of Hawaiì Press, 2003.

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Book chapters on the topic "Foreign language pedagogy"

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Mugford, Gerrard. "Foreign language politeness pedagogy." In Towards a New Pedagogy for Teaching Foreign Language Politeness, 142–64. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003326052-6.

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Greenberg, Rosario Diaz, and Ann Nevin. "4. Listen to the Voices of Foreign Language Student Teachers: Implications for Foreign Language Educators." In Critical Pedagogy, 48–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-005.

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Train, Robert. "Language ideology and foreign language pedagogy." In Language Learning & Language Teaching, 238–69. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.14tra.

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Turpin, Kristen M. "Multiliteracies Pedagogy." In Education for Sustainable Development in Foreign Language Learning, 34–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-4.

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Reagan, Timothy G., and Terry A. Osborn. "Why Study a Foreign Language?" In World Language Education as Critical Pedagogy, 81–112. New York : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003029267-4.

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Lambert, Richard D. "The Winds of Change in Foreign Language Instruction." In Language Policy and Pedagogy, 81. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.05lam.

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Merkx, Gilbert. "Foreign Language and Area Studies through Title VI." In Language Policy and Pedagogy, 93. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.06mer.

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Mugford, Gerrard. "Positioning foreign language politeness." In Towards a New Pedagogy for Teaching Foreign Language Politeness, 31–59. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003326052-2.

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Choi, Ho Jung, Ji-Young Jung, and Hee Chung Chun. "Annotated bibliography on KFL pedagogy." In Teaching Korean as a Foreign Language, 197–256. London; New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429244384-11.

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de Bot, Kees. "An Early Start for Foreign Languages (but Not English) in the Netherlands." In Language Policy and Pedagogy, 129. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.08bot.

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Conference papers on the topic "Foreign language pedagogy"

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Kapustina, O. N. "Professionally-oriented teaching of Russian as a foreign language." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-04.

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Lushnikova, I. I., and E. A. Drozdova. "The process of mastering a foreign language in modern conditions." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-05.

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Maximova, Olga. "CRITICAL PEDAGOGY APPROACH TO IMPROVE FOREIGN LANGUAGE READING SKILLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0957.

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Moiseeva, N. D. "Communicatively-oriented approach to teaching a foreign language speaking in secondary school." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-06.

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Zamsha, A. V. "REVISION OF APPROACHES TO FOREIGN LANGUAGE LEARNING OF DEAF CHILDREN IN UKRAINE." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-26.

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Fitriawati and Bibit Suhatmady. "The Backchannels on English as a Foreign Language Teaching." In 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211219.015.

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Akifyeva, Oksana, and Elmira Uteubayeva. "METHODOLOGY OF TEACHING A FOREIGN LANGUAGE USING THE CONCEPT OF HUMANE PEDAGOGY." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(3).

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This article describes the methods of teaching a foreign language at school using the concept of humane pedagogy. The authors analyze the current situation in a modern school, and also propose specific methods of working with educational material in English lessons, which help an English teacher to form humane personality traits in students. The article also draws special attention to the potential of literary texts, proverbs, sayings and features of English speech etiquette for educating students from the position of a humane approach to teaching
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Egoshina, N. G., and A. D. Starikova. "Search and research game as a way to stimulate cognitive students' interest in learning a foreign language." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-07.

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Pchelinceva, D. G. "Difficulties in the implementation of the personality-activity approach in teaching a teenager in foreign language lessons." In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-16.

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Bozkurt, M. E. "The role of speech competence in modern realities and the ways of its development on foreign language lessons." In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-04.

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Reports on the topic "Foreign language pedagogy"

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PARSHUTKINA, T., O. BERKU, and T. KALENTSOVA. FORMATION OF THE FOUNDATIONS OF THE CONTEXTUAL APPROACH IN HIGHER DOMESTIC FOREIGN LANGUAGE EDUCATION IN THE 1970-1980S OF THE XX CENTURY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-59-66.

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The article is devoted to the problem of the formation of the foundations of the contextual approach in foreign language education as the most important scientific foundation of modern pedagogy. In the historical path of development of this approach, the authors distinguish the 1970-1980s of the XX century, since its main structural characteristics were formed during this period. The article concludes that the structuring of the contextual approach in teaching foreign languages in higher education was caused by the need to create a professional context in the conditions of educational activity. To this end, researchers and methodologists used the pedagogical and methodological tools of the contextual approach.
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