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Journal articles on the topic 'Foreign language pedagogy'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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8

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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11

Abdellah, Antar. "Translation pedagogy the missing component in Translation studies in the Arab world." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 87–108. http://dx.doi.org/10.29009/ijres.4.1.2.

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This article discusses the pedagogical role of translation and its relationship with methods of teaching foreign languages. Translation in education has a long history in foreign language pedagogy. Translation was the only method -along with grammar- that was employed in foreign language classrooms. This long-established relation between language pedagogy and translation was then attacked after the 18th century and translation was accused of hindering good language use. It was claimed to impede the process of understanding and linguistic thinking. However, translation regained its status within language teaching methods recently through the approaches of cognitive psychology and the universal grammar. The article also reviews the evaluative role of translation as a testing technique for measuring translation skills and assessing proficiency in foreign languages. Translation is also a school subject that needs special to be taught through special teaching techniques. In order to so, translation skills are deconstructed to sub-skills on the kernel levels. The article also reviews the different approaches to designing translation curricula. It is concluded that the educational role of translation should appear clearly in the contemporary endeavors to establish Translation Studies as an independent and differentiated discipline that should be hosted in an independent university department separate from departments of foreign languages. The study program for this department should thus include important aspects of translation pedagogy and field-oriented training.

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Chumanova, Natal'ya Aleksandrovna, and Evgeniya Borisovna Erenchinova. "FORMATION OF LEARNERS’ FOREIGN LANGUAGE COMPETENCES IN FOREIGN LANGUAGE CLASSES AT A TECHNICAL HIGHER EDUCATION ESTABLISHMENT (BY THE EXAMPLE OF AN ADVERTISING VIDEO)." Pedagogy. Issues of Theory and Practice, no. 3 (October 2019): 101–6. http://dx.doi.org/10.30853/pedagogy.2019.3.20.

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Shakirdjanovna, Azizova Gulnora. "SCAFFOLDING AS AN INTERACTIVE METHOD IN TEACHING A FOREIGN LANGUAGE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 07 (July 30, 2021): 10–12. http://dx.doi.org/10.37547/philological-crjps-02-07-03.

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The article discusses the concept of scaffolding, its history and application in methodology and pedagogy, as well as the main characteristics for the successful use of this technique. The detailed analysis of this technique is given in the article. The experiment is examined as an example of this technique.

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14

Hamiloğlu, Kamile. "English Language Teacher Education from the Lens of Critical Pedagogy." European Journal of Social Science Education and Research 7, no. 3 (December 12, 2020): 168. http://dx.doi.org/10.26417/929xgj78p.

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In English (as a foreign) language teacher education, there have been numerous theories which have been applied, adapted, and reconstructed based on the needs and conditions of the learners and teachers from very early times so far, that is, from the appearance of Behaviourism in foreign language education in the 1940s to the present time. There have always been many transitions and shifts among and within these theories explaining the practices in English (as foreign language) classes. This paper examines how these theories and transitions can be considered from the lens of Critical Pedagogy and it interrogates whether the recognition of the Critical Pedagogy may help foreign language teacher education turn to be transformative and whether it may contribute to the development of the conditions for a better world within and outside the school with the help of teachers trained to be critical. The theoretical framework of this chapter is built on the socio-cultural view, socio-cognitive view, transformative view and Critical Pedagogy in foreign language education. However, earlier theories such as the Behaviouristic Approach, the Cognitive Approach, and the Communicative Approach are visited as background knowledge. Given that the socio-cultural approach portrays human learning as a social process and the origination of human intelligence in society or culture referring to the fact that social interaction plays a basic role in the development of cognition, the socio-cognitive view deals with how language is learned and should be treated; and transformative learning gives way to actual behaviour that learners should establish to contribute to and participate in the community where they live in; these theories in the framework shed light on developing understandings of the recognition of Critical Pedagogy in the foreign language teacher education. Regarding this overview, it is seen that socio-cultural and socio-cognitive transformation could be led by critical pedagogy, in schools initially, then in the whole society, addressing radical concerns and the abuses of power in intercultural contexts in the acquisition of foreign languages and in their circulation by the help of critically trained foreign language teachers.

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Zatlin, Phyllis, and Peter W. Krawutschke. "Translator and Interpreter Training and Foreign Language Pedagogy." Hispania 73, no. 1 (March 1990): 109. http://dx.doi.org/10.2307/342989.

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Krause, Maureen T., Peter W. Krawutschke, and Mary Snell-Hornby. "Translator and Interpreter Training and Foreign Language Pedagogy." Modern Language Journal 74, no. 1 (1990): 138. http://dx.doi.org/10.2307/327998.

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17

Celce-Murcia, Marianne. "Grammar Pedagogy in Second and Foreign Language Teaching." TESOL Quarterly 25, no. 3 (1991): 459. http://dx.doi.org/10.2307/3586980.

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18

Shumeiko, Tat'yana Nikolaevna. "THEORETICAL MODEL TO DEVELOP ENGINEER’S FOREIGN-LANGUAGE ARGUMENTATIVE SPEECH CULTURE." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 134–39. http://dx.doi.org/10.30853/pedagogy.2019.4.24.

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Pan, Yi-chun, and Yi-ching Pan. "The Use of L1 in the Foreign Language Classroom." Colombian Applied Linguistics Journal 12, no. 2 (April 11, 2011): 87. http://dx.doi.org/10.14483/22487085.85.

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L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the students’ L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues—rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

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Vartanova, Karina Yur'evna, Anna Vladimirovna Kiseleva, and Natal'ya Aleksandrovna Sokolovskaya. "Using Lexical Approach when Forming Linguistic Students’ Foreign-Language Communicative Competence." Pedagogika. Voprosy teorii i praktiki, no. 2 (April 2020): 218–22. http://dx.doi.org/10.30853/pedagogy.2020.2.16.

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Kandel, Rajan Kumar. "Postmethod Pedagogy in Teaching English as a Foreign Language: Students' Perceptions." Journal of NELTA Gandaki 2 (December 8, 2019): 91–112. http://dx.doi.org/10.3126/jong.v2i0.26606.

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The study deals with the background context of postmethod pedagogy (PMP henceforth), a context-sensitive and critically practical pedagogy, differentiating it from the traditional concept of teaching by adhering strictly to a particular method of teaching a foreign language (the English language here) with reference to Nepal. It aims to explore the perception and inclination of M. Phil. pursuing students towards PMP in EFL teaching in Nepal. Google form of a questionnaire consisting of closed-ended items was used to collect data from 81 (of whom 65replied) M. Phil. pursuing (in English Education) scholars from Nepal Open University and Tribhuvan University. It revealed the gradual shift of ELT practitioners of Nepal from method-based instruction to PMP along with the intents of parameters of PMP, called pedagogy of particularity that advocates context-sensitivity in teaching and learning, pedagogy of practicality that insists for practicality and teacher-generated theories (theory of practice), and pedagogy of possibility that elicits the critical consciousness of the practitioners in terms of their socio-cultural context with adequate illustration. It was found that M. Phil. pursuing students had a positive attitude and supportive perception towards PMP leading to local and contextual superiority in pedagogy over the afforded methods although the local may be the hybrid of many foreign methods leading to an eclectic method.

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Failasofah, Failasofah, Amirul Mukminin, Masbirorotni Masbirorotni, Mukhlash Abrar, Nunung Fajaryani, Fortunasari Fortunasari, Marzul Hidayat, and Akhmad Habibi. "Culture, language, and multilingual education:." Bordón. Revista de Pedagogía 74, no. 3 (September 30, 2022): 121–37. http://dx.doi.org/10.13042/bordon.2022.90900.

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INTRODUCTION. In a multilingual classroom, teachers play an essential role in encouraging and fostering a multilingual attitude and behavior at the school, as their actions can considerably influence their students. This study is intended to explore the teachers’ attitudes towards multilingual policy and multilingual pedagogy. Therefore, theories on language educational policy and multilingual pedagogy and practices are discussed as guidance. METHODS. The study used a survey research design, and the questionnaires were sent online to gather the data. The participants were 100 foreign language teachers who teach at high schools in an Indonesian province. They were asked to voluntarily respond to three main themes: Multilingual education knowledge, language education policy in Indonesia, and multilingual classroom practices in the questionnaire in the questionnaire. T-test and MANOVA were employed to investigate the difference between variables. RESULTS. The descriptive and inferential analyses revealed that the attitudes towards multilingual pedagogy implemented in Indonesia were almost uniform across different foreign language teachers having a positive attitude. Out of 18 statements, the high mean scores are related to the belief that learning another language could foster openness to other people’s language and culture and learning different languages can build students’ ability to use languages within a context. DISCUSSION. Taking for granted that participants have different ages, teaching experience, gender, and foreign language, there is no significant difference in their attitude towards multilingual education and practices. Most of the participants of this study believe that multilingual education contributes to some benefit for their students. Yet, the results also show that participants also view that the government has neither provided nor accommodated proper support for multilingual education.

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Khaphizova, Leisan Yunusovna. "PSYCHOLOGICAL SUPPORT OF ADULTS IN LEARNING A FOREIGN LANGUAGE." Pedagogy. Issues of Theory and Practice, no. 3 (October 2018): 70–73. http://dx.doi.org/10.30853/pedagogy.2018-3.15.

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Yushko, Galina. "WAYS TO OPTIMIZE FOREIGN LANGUAGE TEACHING." Scientific Papers Collection of the Angarsk State Technical University 2022, no. 1 (June 17, 2022): 434–37. http://dx.doi.org/10.36629/2686-7788-2022-1-434-437.

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The article deals with topical issues of modern pedagogy: interactive forms and methods for optimizing the process of teaching English in a non-linguistic university, features of distance and blended teaching of a foreign language through Internet technologies. Modern information and communication technologies provide students with the opportunity to be in the language environment use the tools of control and self-control, actively apply interactive forms of work, thereby increasing the communicative orientation of the entire learning process

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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (March 14, 2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.

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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

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Arias de la Cruz, Andrés, and Jesús Izquierdo. "Language attention in content-based instruction." Journal of Immersion and Content-Based Language Education 3, no. 2 (October 2, 2015): 194–217. http://dx.doi.org/10.1075/jicb.3.2.02ari.

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Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

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Yang, Sunghye. "Foreign Language Teaching at University based on Waldorf Pedagogy." Estudios Hispánicos 84 (September 30, 2017): 55–83. http://dx.doi.org/10.21811/eh.84.55.

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Millrood, R. P. "Cultural identity as a problem of foreign language pedagogy." Language and Culture, no. 2(8) (December 1, 2016): 101–7. http://dx.doi.org/10.17223/24109266/8/11.

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Crookes, Graham V. "Critical Pedagogy Arrives in the U.S. “Foreign Language” Community." Contemporary Psychology 49, no. 5 (October 2004): 593–95. http://dx.doi.org/10.1037/004811.

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Moleva, Marina Valer'evna. "Methodological Principles of Teaching Written Foreign-Language Communication to Maritime Transport Workers." Pedagogika. Voprosy teorii i praktiki, no. 3 (June 2020): 315–21. http://dx.doi.org/10.30853/pedagogy.2020.3.7.

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Popova, Svetlana V., and Alexander V. Degtyarev. "Using methodological potential of environmental pedagogy in foreign language learning." Psychological-Pedagogical Journal GAUDEAMUS, no. 50 (2021): 39–44. http://dx.doi.org/10.20310/1810-231x-2021-20-4(50)-39-44.

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Abstract. We consider the methodological potential of environmental pedagogy in foreign language learning. The using modern educational technology of mixed learning “inverted class” in higher education, the introduction of new principles of the educational process in higher education, the search for new organizational forms of learning, interactive methods and technologies of foreign language teaching are necessary. The solution of the research problem is based on theoretical, methodological and practical issues considered in the study. Teaching a foreign language is based on the methodological potential of the noospheric approach. Foreign language teacher is a facilitator, consultant and ensures successful communication of students in the process of carrying out interdisciplinary or meta-disciplinary research projects. It has been determined that in order to form the ecological competence of future bachelors of biology in foreign language classes, it is necessary to use authentic texts, the selection of which takes into account the criteria of authenticity and genre diversity. It is concluded that environmental competence contains a system of environmental knowledge, skills and abilities, includes a behavioral aspect. The development of this competence is carried out in cooperation with special (biological, environmental) disciplines in teaching a foreign language.

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Aleksandra G., Gogoberidze, and Osipova Aleksandra S. "Development of the Methodology of Early Foreign Language Teaching in Modern Research." Scholarly Notes of Transbaikal State University 17, no. 3 (September 2022): 106–17. http://dx.doi.org/10.21209/2658-7114-2022-17-3-106-117.

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The article describes the results of the research, revealing the analysis of dissertation research devoted to two areas: firstly, the problems of teaching foreign language methods, and secondly, the problems of teaching and educating preschool children. The purpose of the research is to determine the ways of developing the methodology of early foreign language teaching. As a result, a quantitative and qualitative analysis of 123 dissertation studies on scientific specialties 13.00.01 General pedagogy, history of pedagogy and education, 13.00.02 Theory and methodology of teaching and upbringing (by fields of education), 13.00.08. Theory and methodology of vocational education, for the period from 2012 to 2021, that allow to determine the main directions of the methodology development of early foreign language teaching. The question of the interdisciplinary orientation of the works is considered. Scientific developments are devoted to the methodology of early teaching foreign languages, in particular, the integration of foreign language education in the process of education of value orientations, moral education, intellectual development, the development of speech communication. It is concluded that most studies in the field of foreign language teaching methods are devoted to the formation of language sub-skills, speech skills, and the formation of competencies, however, they are focused on school-age students, adult learners. Insufficient attention is paid to the methodology of early learning of foreign languages; despite the fact that many local and foreign researchers believe that preschool children are ready for foreign language learning. Dissertation research is devoted to education and upbringing of preschool children studies aspects such as the formation of cognitive interest, development of socio-personal qualities, formation of emotional and moral guidelines, study of general pedagogical principles that contribute to the development of preschool children, that is, first of all, pedagogical aspects, while methodological aspects of teaching a foreign language are integrated into the process of upbringing a child.

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Cimermanová, Ivana. "Creativity in Foreign Language Teaching." International Journal for Innovation Education and Research 1, no. 3 (November 30, 2013): 7–14. http://dx.doi.org/10.31686/ijier.vol1.iss3.110.

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The author deals with a topic quite often discussed by not only pedagogy and psychology. Creativity is present everywhere and the author suggests it should be a part of University education preparing pre-service teachers. Even though there are researches proving that creativity can be learnt and developed (to certain extent) it is still missing at our schools. Students and pupils still claim that they are asked to memorize the facts rather than to discuss their own opinions and perception.The study briefly presents part of the data gained in the research focused on using creativity at elementary and secondary schools. The interview with 22 teachers was done in 2 sessions (10 and 12 teachers to manage to administer the responses).

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Amundrud, Thomas. "Multimodal knowledge building in a Japanese secondary English as a foreign language class." Multimodality & Society 2, no. 1 (March 2022): 64–85. http://dx.doi.org/10.1177/26349795221081300.

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Multimodal analysis examines how different modes, such as space, gesture, and language, instantiate meaning together. In this paper, a Systemic Functional-Multimodal Discourse Analysis demonstrates how teachers enact their pedagogy with their students across modes through what is represented experientially, how relationships between people are construed interpersonally, and how coherent texts are realized textually. This paper is a preliminary study of classroom data from a larger project looking at the multimodal pedagogy of Japanese secondary school teachers of English through the paired lenses of Systemic Functional-Multimodal Discourse Analysis and Legitimation Code Theory. It demonstrates how methods from these perspectives may be productively combined. How this teacher builds cumulative knowledge multimodally can be uncovered through the analysis of pedagogic register (Rose, 2018) and exchange (Berry, 1981; Martin and Rose, 2007), as well as classroom space and representing and textual action (Amundrud, 2017; Martin and Zappavigna, 2019). How both gesture and dialogic exchange between the teacher and students modulate the contextual relation of the knowledge construed in class is also explored via semantic gravity, which looks at how closely connected knowledge practices are to their context (Maton, 2014). As a preliminary study, the paper closes with limitations and future directions for this pedagogic multimodality research.

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Skyrda, T. "THE USE OF SPECIALIZED TUTORING METHODS IN HIGHER INSTITUTIONS FOR THE SECOND BACHELOR’S DEGREE STUDENTS DURING TEACHING-LEARNING THE FOREIGN BUSINESS LANGUAGE BASED ON THE FACULTY OF INTERNATIONAL RELATIONS." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3 (106) (October 31, 2021): 71–78. http://dx.doi.org/10.35433/pedagogy.3(106).2021.71-78.

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In globalized and progressive world more stringent requirements to high institutions are set. Future specialist in international relations not only should be familiarized with professional business competences including a certain number of skills, but due to the principles of the State Educational Standarts in Ukraine they should be able to read foreign scientific and technical literature, find out necessary information and apply the results in a proper way in their professional activity in foreign languages as well. The students’ level of mastering the language directly depends on the teaching methods being used. It could be observed during all its history the foreign business language teaching methods changed a lot of times emphasizing reading, translating, audition or combining these processes. Each method possesses its own certain importance and answers the specifically set pedagogical tasks e.g. brainstorming, audio-visual aids, group activities etc. The teaching literature review makes it possible to state that nowadays there is no an ideal, universal method yet that would enable to cover all the aspects in such a short time given to the foreign business language teaching-learning in higher institutions. The known combination of the existing methods and the teacher’s qualification, therefore, enables to make the lectures interesting and more effective. Methods: The given research paper is based on the theoratical material of the appliance of various teaching business foreign language methods for the second bachelor's degree students based on the faculty of international relations, as well as on the basis of the results from questioning the second bachelor's degree students who study foreign languages for special purposes in the field of international relations professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of international relations professions are the following: brainstorming method, in-group committee work and audio-visual aids.

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Vujić, Jelena. "Constructionism in language pedagogy: Usage-based approach to foreign/second language learning." Inovacije u nastavi 31, no. 4 (2018): 117–28. http://dx.doi.org/10.5937/inovacije1804117v.

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Aleinikov, Andrei G. "Creative Pedagogy: 30 Years and Counting (In Foreign Language Education and Beyond)." International Journal of Education 12, no. 1 (March 25, 2020): 127. http://dx.doi.org/10.5296/ije.v12i1.16979.

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This paper provides a brief overview of Creative Pedagogy as an educational trend, which was introduced over 30 years ago, in 1989, and has spread extensively around the world since that time. It also demonstrates Creative Pedagogy’s application to Foreign Language Education (FLED) and other subjects. Originally, just as creative thinking is opposed to critical thinking, Creative Pedagogy was opposed to Critical Pedagogy, but it was defined as a formula of invention—absolutely obligatory in patent description in technology and the first time in the history of education—and this made it opposed to all other types of pedagogies.. With the advent of Sozidonics, the science of creativity, where creativity was given a scientific definition, Creative Pedagogy became the only trend in education that is technologically-defined and scientifically-based. When united with Creative Andragogy, it became Creagogy—a generic science of creative education.

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Ionkina, Ekaterina Yur'evna, Natal'ya Ivanovna Kokhtashvili, and Elena Vladimirovna Yankina. "CONTENT AND PRINCIPLES OF TEACHING FOREIGN-LANGUAGE PROFESSIONAL VOCABULARY TO “METALLURGY” SPECIALITY STUDENTS." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 93–98. http://dx.doi.org/10.30853/pedagogy.2019.4.16.

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Braslavskaya, Elena Alekseevna. "STAGES OF FOREIGN-LANGUAGE EDUCATION FORMING IN RUSSIA FROM THE VIEWPOINT OF MULTICULTURALISM." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 42–47. http://dx.doi.org/10.30853/pedagogy.2019.4.6.

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Sorokovykh, Galina Viktorovna, and Natal'ya Gennad'evna Pribylova. "Developing Social Intelligence among Schoolchildren with Special Educational Needs at Foreign Language Lessons." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 46–50. http://dx.doi.org/10.30853/pedagogy.2020.1.8.

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Kriskovets, Tat'yana Nikolaevna. "Developing Higher School Students’ Engineering Thinking in the Process of Foreign Language Teaching." Pedagogika. Voprosy teorii i praktiki, no. 3 (June 2020): 375–81. http://dx.doi.org/10.30853/pedagogy.2020.3.18.

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Luchinina, Ekaterina Nikolaevna, and Mariya Grigor'evna Batalova. "On Potential of Using Game Technologies when Teaching Foreign Language to Military Students." Pedagogika. Voprosy teorii i praktiki, no. 3 (June 2020): 382–86. http://dx.doi.org/10.30853/pedagogy.2020.3.19.

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Laviosa, Sara. "Translation as Adaptation for Language Pedagogy." Linguaculture 2014, no. 1 (February 1, 2014): 63–72. http://dx.doi.org/10.1515/lincu-2015-0014.

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Abstract This paper explores, within an ecological perspective on language learning (cf. van Lier 2004), the valuable role that translation as adaptation can play in mediating and making sense of cross-cultural experiences in the multilingual language classroom. The aim is to develop a multilingual pedagogy that includes translation as adaptation as an integral part of the language curriculum in order to foster translingual and transcultural competence, this being the goal of foreign language education in the 21st century (cf. MLA 2007:2). The first part of the paper introduces the theoretical framework that conceptualises translation as being closely related to adaptation. It then analyses salient scenes from Gianni Amelio’s bilingual drama La stella che non c'è/The Missing Star/L'Étoile Imaginaire (2006) filmed in Italy and China and screened in competition as part of the 2006 Venice Film Festival. Moving on from research to pedagogic practice, the final part of the paper outlines a teaching unit that is based on the film and is aimed at undergraduate L1 Chinese learners of Italian and L1 Italian learners of Chinese. The objective of the pedagogic unit is to raise awareness of the transformative power enshrined in linguistic and cultural exchanges mediated by audio-visual translation as an eminent example of adaptation.

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Yakusheva, Elena Gennad'evna. "CRITERIA AND LEVELS OF NON-LINGUISTIC STUDENTS’ AUTONOMOUS EDUCATIONAL ACTIVITY IN FOREIGN LANGUAGE STUDY." Pedagogy. Issues of Theory and Practice, no. 4 (December 2018): 39–42. http://dx.doi.org/10.30853/pedagogy.2018.4.9.

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Novikova, Lyudmila Anatol'evna, Irina Sergeevna Akat'eva, and Yuliya Vladimirovna Torkhova. "DEVELOPING BACHELOR STUDENTS’ CROSSCULTURAL COMPETENCE WHILE TEACHING FOREIGN-LANGUAGE BUSINESS COMMUNICATION IN MIXED FORM." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 181–86. http://dx.doi.org/10.30853/pedagogy.2019.4.33.

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Kirakosyan, Violetta Al'bertovna. "Blog Technology as a Means to Develop Secondary School Pupils’ Foreign-Language Speech Skills." Pedagogika. Voprosy teorii i praktiki, no. 3 (June 2020): 303–9. http://dx.doi.org/10.30853/pedagogy.2020.3.5.

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Motov, Sergei Vladimirovich. "FEATURES OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY ON THE LINGUO-COGNITIVE BASIS (BY THE EXAMPLE OF THE ENGLISH LANGUAGE)." Pedagogy. Issues of Theory and Practice, no. 4 (December 2018): 65–68. http://dx.doi.org/10.30853/pedagogy.2018.4.14.

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Byrnes, Heidi. "Whither Foreign Language Pedagogy: Reflections in Textbooks, Reflections on Textbooks." Die Unterrichtspraxis / Teaching German 21, no. 1 (1988): 29. http://dx.doi.org/10.2307/3530741.

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NEDDAR, BEL A. "OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE." International Journal for 21st Century Education 3, Special (June 30, 2016): 131. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5712.

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The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.

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Smith, Victoria P. "Contemplative Pedagogy in Foreign Language Education at the Postsecondary Level." Journal of the World Universities Forum 1, no. 3 (2008): 47–56. http://dx.doi.org/10.18848/1835-2030/cgp/v01i03/56883.

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