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Journal articles on the topic 'Foreign language teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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1

Malikovna, Karimova Yulduz, Uzokov Bahodir Hamidullayevich, Khojamova Naima Abdurashitovna, and Zoirova Tabarruk Abdugafforovna. "Foreign Language Teaching Methods." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 695–700. http://dx.doi.org/10.37547/tajssei/volume03issue04-112.

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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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Umirzokova, Fatima. "TEACHING LISTENING AT FOREIGN LANGUAGE LESSONS." International Journal of Advance Scientific Research 03, no. 05 (May 1, 2023): 195–200. http://dx.doi.org/10.37547/ijasr-03-05-32.

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Dilsado, Aliyeva. "TEACHING ENGLISH AS A FOREIGN LANGUAGE." International Journal of Pedagogics 4, no. 1 (January 1, 2024): 55–57. http://dx.doi.org/10.37547/ijp/volume04issue01-11.

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This article provides an in-depth exploration of the multifaceted process of teaching English as a second language (TESL). Delving into the intricacies of language acquisition and pedagogical methodologies, the article offers insights into the challenges and innovations in TESL. With a focus on fostering effective communication skills and cultural understanding, the discussion encompasses the role of technology, cultural sensitivity, and the evolving landscape of TESL. The article concludes by emphasizing the pivotal role of TESL in promoting global communication and cultural exchange.

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I, Barantsova. "INTERCULTURAL ASPECT OF FOREIGN LANGUAGE TEACHING." Scientific Bulletin Melitopol State Pedagogica 2, no. 29 (June 8, 2023): 7–13. http://dx.doi.org/10.33842/22195203-2023-29-7-13.

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ALAHYANE, Latifa Mohamed. "APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.

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The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on tracking the most important theoretical assets of foreign language teaching ‎methods, and monitoring the evolution of language teaching and learning methods. This is done ‎to distinguish between two approaches to language teaching; first, Direct teaching that negates ‎the overlap of the learned and acquired language during foreign language instruction. And ‎second Mediated teaching in which the second language is taught through the first language. ‎Through this, we will monitor the cognitive cross-fertilization between acquiring the first ‎language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language ‎teaching. And we will monitor the foundations on which each approach is based separately to ‎discover the commonalities between them and the contrast between them. We will then ‎contribute to building a new conception of foreign language learning by making use of the ‎translation action inherent in the procedures adopted in most of these approaches. This is mainly ‎evident in the difference between the necessity of adopting the first language or not during the ‎teaching and learning of the foreign language‎. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, ‎Direct teaching, Mediated teaching‎

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Axatovna, Safina Farida. "LANGUAGE LEARNING AND LANGUAGE TEACHING APPROACHES." American Journal of Philological Sciences 4, no. 3 (March 1, 2024): 43–45. http://dx.doi.org/10.37547/ajps/volume04issue03-08.

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The evolution of modern language teaching and learning can be traced back to the 20th century, a time when travel by land, sea, and air became more accessible to a larger portion of the population. Initially limited to Europe and North America, travel eventually expanded globally,allowing people from all continents to explore foreign lands. This accessibility marked a departure from the exclusive domain of pilgrims, explorers, and the wealthy, making foreign travel achievable for the majority in developed nations. Additionally, advancements such as the discovery of electricity and wireless communication facilitated global contact, irrespective of geographical location or occupation. In this article, will look at early language learning and language teaching approaches.

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Bepievi, Naira. "Teaching a Second (Foreign) Language in Diverse Classes." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 74–80. http://dx.doi.org/10.22333/ijme.2021.19008.

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In diverse classes, that is, in classes in which multilingual students study, the difficulties that accompany the teaching of a second language (foreign language) should be taken into account. In schools where the Ossetian language is taught, Georgians learn this language together with Ossetian children. It is known that the Ossetian language belongs to the group of Indo-European languages and, naturally, differs from the Caucasian languages, although there are some similarities between them. This difference concerns both phonetics, morphology and syntax. In this work, we will touch upon some morphological and syntactic peculiarities, which should be known and taken into account when studying/teaching this language in diverse classes. In order to better guide the teaching/learning process, this work will analyze the ways and methods of overcoming grammatical difficulties. It should be taken into account the circumstance that in most Indo-European languages there is no category of behavior and contact. Comparative methods explain some of the characteristics of verbs, verbal nouns, prepositions, and other categories. In addition to theoretical material, the work will take into account practical exercises that will be of interest to both teachers and students.

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KOZACHENKO, Y. "TEACHING TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 94–97. http://dx.doi.org/10.33989/2075-146x.2020.26.227533.

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The article identifies the main learning technologies used to teach students in higher medical education. Learning technologies have been found to help improve the learning process and improve learning outcomes. The main learning technologies used in working with students of higher medical educational institutions are analyzed. It is investigated that learning technologies influence the teaching of foreign languages. It was found that the use of research, simulation, information, problem-based learning and heuristic are common and used in foreign language teaching. It is concluded that for the effective use of technology it is important to pay attention to what technology may be suitable for each individual student group. The use of modern teaching aids is part of information and communication technology. It is this technology that reveals the full range of ICT applications. Search technologies allow to actively involve students in research activities due to motivation to learn a foreign language and search for new resources and sources of information. Heuristic technology is one of the most used today, it allows to involve all students in active interaction in the classroom, to make associations between clinical disciplines and English and to be as ready as possible for interactive tasks. Simulation and dialogue technologies give students the opportunity to feel like real doctors, gain experience in communication in different situations and develop their communication skills. In the future, we plan to explore learning strategies that should be used in foreign language classes.

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

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

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Khaydarova, Nigora. "Teaching Foreign Languages Using Reflexive Methods." American Journal of Social Science and Education Innovations 03, no. 05 (May 30, 2021): 322–25. http://dx.doi.org/10.37547/tajssei/volume03issue05-58.

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In this article, examples and suggestions for the use of reflux techniques in training in the study of foreign language science taught in medical universities are presented, along with ideas on how to not be afraid of learning a foreign language that will help medical students to become more mature and comprehensively educated in the future and what is important in the introduction This opens up a wide range of opportunities for discussion with the staff of the world's leading medical institutions about the symptoms of patients, their treatment methods, books published in foreign languages..

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Et al., Akmaral A. Batayeva. "FOREIGN LANGUAGE TEACHING METHOD." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2041–46. http://dx.doi.org/10.17762/pae.v58i1.1080.

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There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students. However, numerous classical schools still try to teach by the old methods and from the old books. There will always be problems, and you will never speak the foreign language well. By using new methods, it is easy to learn to speak English and improve at it. You will be able to speak like a native speaker.

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Bilak, M. V. "Teaching lexical material during foreign language classes." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 172–74. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-172-174.

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Railianova, Viktoriia. "METHODS OF FOREIGN LANGUAGE TEACHING: PSYCHOLOGICAL CONTEXT." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (June 25, 2020): 136–40. http://dx.doi.org/10.25264/2415-7384-2020-11-136-140.

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Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (August 25, 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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Turopova, Lola S. "INTERACTIVE METHODS OF TEACHING A FOREIGN LANGUAGE." International Journal Of Literature And Languages 03, no. 05 (May 1, 2023): 35–41. http://dx.doi.org/10.37547/ijll/volume03issue05-08.

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The main theme of the legal reforms implemented in our country today is the measures aimed at the spiritual and educational development of young people and the creation of all conditions for them to become worthy children of our country in the future. It is necessary to emphasize that the works being carried out in this matter and the adopted legislative documents are mainly aimed at protecting young people from moral threats and dangerous information and establishing legal foundations that encourage them to become perfect human beings. In today's rapidly developing era of information exchange, it is important to protect the minds of people, especially children, from dangerous information, to provide them with correct and grounded information as much as possible, and to ensure that our youth use only information that is compatible with the mentality of the Uzbek people. is one of the main goals of our state.

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Mannapovna, G‘Ofurova Gulmirahon. "MODERN METHODS IN FOREIGN LANGUAGE TEACHING METHODOLOGY." International Journal Of Literature And Languages 3, no. 10 (October 1, 2023): 19–24. http://dx.doi.org/10.37547/ijll/volume03issue10-04.

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Foreign language teaching has evolved significantly over the years, with educators constantly seeking innovative and effective methods to enhance language acquisition. This article explores the modern approaches utilized in foreign language teaching methodology, with a focus on the use of transition words, active voice, diverse sentence structures, and effective paragraph organization.

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Dilnoza, Alaudinova, and Choriyeva Sevara. "MODERN METHODS OF TEACHING A FOREIGN LANGUAGE." European International Journal of Multidisciplinary Research and Management Studies 4, no. 6 (June 1, 2024): 18–22. http://dx.doi.org/10.55640/eijmrms-04-06-03.

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In this article has been discussed the methodology of foreign language teaching, its essence and the history of the formation of the methodology of foreign language teaching as a science and their practical application.

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Luchenko, Olha, and Olha Doronina. "TRANSLANGUAGING IN TEACHING FOREIGN LANGUAGES." Grail of Science, no. 39 (May 24, 2024): 610–11. http://dx.doi.org/10.36074/grail-of-science.10.05.2024.092.

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The concept of translanguaging first surfaced within linguistics and language education towards the end of the 20th century. Its wider acknowledgement and adoption in the early 21st century represent a certain liberation from negative perceptions regarding bilingualism and offer a different perspective on monolingualism and bi/multilingualism. Translanguaging involves the use of one language to enhance comprehension in another language, thereby increasing the proficiency of students in both languages [3]. Baker (2011) describes translanguaging as “the process of making meaning, shaping experiences, gaining understanding and knowledge through the use of two languages” [1].

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ALYIEVA, A., and I. OSTAPCHUK. "CORPORAL LINGUISTICS IN TEACHING FOREIGN LANGUAGES." Current issues of linguistics and translations studies, no. 27 (April 27, 2023): 5–8. http://dx.doi.org/10.31891/2415-7929-2023-27-1.

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The article is devoted to the study of the role of corpus linguistics in the teaching of foreign languages, in particular English. It defines the main aspects of corpus linguistics, considers the corpus approach as a method of teaching foreign languages, its advantages and disadvantages, gives a brief history of corpus linguistics as a branch of linguistics, and gives examples of possible tasks based on linguistic corpora. The article presents the tasks of the corpus approach, which are related to the teaching of foreign languages, its main characteristics, which determine its reliability and validity, are indicated. By analyzing researches on corpus linguistics, the authors summarized the typology of corpora. The article substantiates the expediency of using the corpus approach in teaching a foreign language in higher educational institutions. The authors established that the use of corpora in the work of students with the involvement of the inductive method contributes to the students’ awareness of the main language patterns and the development of linguistic intuition, while the study material is authentic texts. The authors revealed the possibility of using a direct and indirect corpus approach in the formation of lexical and grammatical skills of students. Thus, the direct use of this method may involve the teaching of corpus linguistics to university students as a purely academic subject, the performance of certain tasks or exercises using concordance programs, and the implementation of individual research projects of students. The indirect corpus approach includes material development and language testing. The article contains information about special software that can be used to implement training on the main types of tasks that can be offered on the basis of these programs.

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Umarovna, Usmonova Mehriniso. "THE MAIN PURPOSE OF TEACHING FOREIGN LANGUAGES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 17–19. http://dx.doi.org/10.55640/eijmrms-02-11-05.

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The main purpose of teaching foreign language is communicative activity of students or working knowledge of foreign language. The task of the teacher is to reinforce the work of each student in the learning process and to come up with a situation for their creativity. There are many non-standard forms of work of the teacher activating attention and increasing the students’ interest in learning foreign languages.

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Farias, Emilia M. P., and Paula Lenz Costa Lima. "Metaphor and foreign language teaching." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 26, spe (2010): 453–77. http://dx.doi.org/10.1590/s0102-44502010000300004.

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This article gives special attention to how the understanding of some conceptual metaphors which are found in languages typologically different can contribute to the process of teaching and learning vocabulary. Our central issue is that man's philogenetical and ontogenetical history play an important role in the generation of the concepts. If it is possible to explain cross-linguistic commonalities between typologically unrelated languages based on conceptual metaphors, then learners are stimulated to gain knowledge about how language systems are organised. The main benefit of such focused instruction is that it can raise learner's awareness of the explicit knowledge that is being consciously constructed and eventually transferred to different languages encouraging him to reach a higher level of performance.

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

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

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Kamyshanova, Liliya Viacheslavovna. "FEATURES OF RUSSIAN LANGUAGE TEACHING." Globus: human sciences 8, no. 4(69) (October 4, 2022): 60–62. http://dx.doi.org/10.52013/2658-5197-69-4-14.

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Currently, teaching foreign languages is a mandatory part of the school curriculum in many countries. In order to study a foreign language effectively and get results, it is necessary to understand the basics of teaching a foreign language, highlight the points that are worth paying attention to, and form a teaching methodology. This article examines the main factors that affect the process of learning a foreign language, and draws conclusions about the degree of their influence.

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Sereda, A. "Evolution of methods of teaching foreign language and prospects for foreign language education." New Collegium 3, no. 105 (November 22, 2021): 47–53. http://dx.doi.org/10.30837/nc.2021.3.47.

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The article substantiates relevance of improving methods of teaching foreign language in order to meet social needs, which are determined by the fact that communication in a foreign language environment has now become an important component of a specialist's professional culture. The subject of research is history of development and change of methods of teaching foreign languages. A brief description of methods which were used in different historical periods is given in terms of goals and expected learning outcomes. Relationship between historical development of teaching methods and change in comparative-historical, system-structural and anthropocentric (linguo-cognitive) paradigms in linguistics as theoretical basis of methodology of teaching foreign languages is considered. The urgency at the present stage of changing technology and principles of teaching foreign languages has been substantiated, ultimate goal of which should be formation of ability for effective intercultural communication. The conclusion is made about prospects for development of modern teaching methods, which should be based on the linguo-cognitive paradigm, i.e. consider language as a multicomponent means of human communication, and also take into account the latest achievements of cognitive linguistics, cultural linguistics, theory of intercultural communication. This will improve methods of teaching foreign language, purpose of which will be to form a linguistic personality that is able to overcome linguistic and cultural barriers, to carry out pragmatically effective communication with representatives of other cultures, criterion of which is not only understanding, but also productivity, achievement of mutually beneficial results.

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Abdurakhmanova, Dilbarkhon Abdullahamidovna. "THE PURPOSE OF SONGS IN TEACHING MODERN FOREIGN LANGUAGES." Frontline Social Sciences and History Journal 02, no. 03 (March 1, 2022): 16–20. http://dx.doi.org/10.37547/social-fsshj-02-03-02.

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The article discusses the effectiveness of using song material in foreign language classes, since a song is a sounding sample of foreign language speech, and through singing, most students lose their fear of communicating in a foreign language. It becomes easier for students to learn the methodology of the language, and of course, to interpret the complexity and diversity of a foreign culture. The multilateral nature of the impact of singing helps to use it for various purposes, including in the process of teaching foreign languages, both for adults and children.

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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.

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

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Messaoudani, Sara, and Ouarda Mecili. "The Role of Contrastive Analysis in Foreign Language Teaching_From the Point of View of French and English language Professors." Milev Journal of Research and Studies 7, no. 2 (December 31, 2021): 127–42. http://dx.doi.org/10.58205/mjrs.v7i2.926.

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The subject of teaching and teaching foreign languages is one of the most important issues that preoccupied researchers in the past and present, in which thinkers of different intellectual and scientific specializations have researched. Contrastive analysis is one of the most important curricula that had a significant impact on the preparation of curricula for teaching foreign languages. The contrastive analysis approach is one of the most important approaches that had a significant impact in the preparation of curricula for teaching foreign languages, and which proved its effectiveness in teaching languages, and from this point of view and given the importance of teaching and learning languages, we will try through this research paper to reveal the effectiveness of contrastive analysis in teaching languages. The foreign language, by going to the field and questioning the professor of French and English about the importance of this approach in teaching and learning a foreign language within the department, and the extent to which the learner and teacher employ the language interview in learning and teaching a foreign language.

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N. G., Nazarova. "CORPUS TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 03 (March 1, 2023): 14–18. http://dx.doi.org/10.37547/pedagogics-crjp-04-03-03.

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The goal of the research is to create strategies for teaching students’ pragmatic competence through the use of corpora. The ability to understand and apply rules for building statements, to use statements for a variety of communicative functions in accordance with the social and cultural context of communication, is how pragmatic competence is suggested to be understood in the paper. The formation of a number of competencies within the framework of foreign language communicative competence and the process of mastering a foreign language can both be greatly enhanced by corpora, a contemporary teaching tool. The article suggests a five-stage, twelve-step algorithm for developing students' pragmatic skill using corpora.

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Koshel, Tatyana, Natalya Manuylova, Nadezhda Revyakina, and Elena Sakharova. "Psychological approach to foreign language teaching." SHS Web of Conferences 70 (2019): 08021. http://dx.doi.org/10.1051/shsconf/20197008021.

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This article deals with psychological mechanisms in professionally-oriented approach to learning foreign languages in non-linguistic faculties of universities. This approach is very actual as it develops students’ ability to speak foreign languages in specific professional, business, academic fields and situations, taking into account the characteristics of professional thinking. Psychological approach to foreign language teaching must be closely connected with culture oriented method as the leading one and recognized as a priority in the focus of the education renewal. In the article it is proved that cultural background is of great importance. A dry language course can teach the learners to say what is correct and acceptable only. But the learners also need to know what is appropriate for the target society and what is not. This can only be achieved if they learn about psychology, culture and traditions while learning foreign language. Methods: Mind – maps, pie charts, dramatization, projects, role-playing to decide on which aspects of the culture the learners mostly need to learn about. The most important aspects of the English culture are defined and put into order of importance. Conclusions and Recommendations: suggesting ways of integrating psychology culture into the foreign language syllabus.

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Pfister, Guenter G. "Foreign Language Teaching: Encountering a Foreign Culture." Clearing House: A Journal of Educational Strategies, Issues and Ideas 66, no. 1 (October 1992): 4–5. http://dx.doi.org/10.1080/00098655.1992.9955912.

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Сергеева, В. В. "INTERACTIVE TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING." Actual problems of pedagogy and psychology, no. 1(3) (March 1, 2023): 121–23. http://dx.doi.org/10.55000/appip.2022.98.83.019.

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В современном мире, в эпоху глобализации и интеграции знание иностранных языков приобретают особую значимость. Язык позволяет обеспечить эффективную адаптацию в обществе. Специалист, владеющий иностранным языком, более конкурентоспособен на рынке труда. In the modern world, in the era of globalization and integration, knowledge of foreign languages is of particular importance. Language allows for effective adaptation in society. A specialist who speaks a foreign language is more competitive in the labor market.

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Byrkun, L. "Syllabus for Master Students “Methods of Teaching a Foreign Language” within “Methodology of Teaching a Foreign Language and Foreign Literature in Higher School”." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 37 (February 7, 2023): 90–102. http://dx.doi.org/10.32589/2412-9283.37.2022.272905.

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Methods of teaching foreign languages in higher education is a basic discipline that is an integral part of the training of specialists at the educational qualification level “Master”, field of knowledge 035.04 Philology (Germanic languages and literatures (translation inclusive) for future professional activity. Work program for the discipline “Methods of teaching a foreign language // Methods of teaching a Foreign Language” within the course on “Methods of teaching a foreign language and foreign literature in higher education // Methodology of Teaching a Foreign Language and Foreign Literature in Higher School” was created for masters of the first year of study in the educational and scientific program “Modern English-language communication and translation and two Western European languages”. The purpose of the discipline is the formation ofmethodological competence with an emphasis on the balance of communicative and educational, educational, developmental, general educational, gnostic, organizational, constructive-planning and evaluative functions of the future teacher of a higher educational institution, which involves a reflexive understanding of their own experience of learning languages and the experience of their teaching, comprehensive orientation in modern theories of language learning and educational regulatory documents, critical analysis and evaluation of educational materials, holistic and fragmentary planning of a practical lesson in English, conducting a practical lesson, as well as creating English-language and Ukrainian-language texts of a scientific and educational nature, including scientific articles and annotations to them and writing work programs for disciplines. The program also focuses on academic integrity and means of preventing plagiarism.

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Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.

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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

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Levchenko, Olga Yu. "Newspaper «Pionerskaya Pravda» about foreign language teaching." Vestnik of Saint Petersburg State University of Culture, no. 1 (58) (2024): 96–100. http://dx.doi.org/10.30725/2619-0303-2024-1-96-100.

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The article considers the role and place of the subject «foreign language» in the education system in the first Soviet decade. The events of 1917 changed the activities of general educational institutions and the content of educational programs. New ideological and educational priorities, organizational reasons led to practical cessation of foreign languages teaching in general education institutions. Positive changes have been taking place since the second half of the 1920s. Strengthening international cooperation and solving the problems of industrialization contributed to an increase of the need for people who speak foreign languages. Attempts were made to popularize the Esperanto language. Children’s periodicals are valuable sources on the history of education. The newspaper «Pionerskaya Pravda» paid great attention to education, including the teaching of foreign languages. The pages of the «Pionerskaya Pravda» were reflected various aspects of the organization of foreign language education, the existed problems and achieved success. The change of state policy regarding to the teaching of foreign languages has led to an increase in the number of publications related to this topic. The content of the publications was aimed at increasing the motivation of schoolchildren to learn a foreign language.

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ASADCHYKH, OKSANA, PRABOWO HIMAWAN, OKSANA KINDZHYBALA, OLEKSANDRA BUROVSKA, and TETIANA PERELOMA. "FEATURES OF THE FORMATION OF LINGUISTIC SOCIO-CULTURAL COMPETENCE IN SPEAKING IN THE FOREIGN LANGUAGES LEARNING PROCESS." AD ALTA: Journal of Interdisciplinary Research 12, no. 1 (January 31, 2022): 261–67. http://dx.doi.org/10.33543/120125261267.

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The article aims to examine the actual problem of modern methods of teaching foreign languages, reveals the relationship between the culture and the language of the people, the foundations of the formation of linguistic socio-cultural competence of students. A communicative approach guides the modern method of teaching foreign languages. Teaching foreign languages is to achieve by students a foreign language communicative competence: the ability and actual readiness of students to carry out foreign language communication and gain mutual understanding with native speakers of a foreign language.

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ГРИЦЯК, Леся. "Communicative language teaching." EUROPEAN HUMANITIES STUDIES: State and Society 3, no. II (November 30, 2019): 60–73. http://dx.doi.org/10.38014/ehs-ss.2019.3-ii.05.

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The article deals with the actualization of the communicative approach in teaching foreign languages. Special attention is paid to the language as an instrument of intercultural business communication.

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V.Y., Kotlyarova, Barantsova I.O., and Tkach M.V. "INNOVATIVE APPROACHES IN TEACHING A SECOND FOREIGN LANGUAGE." Scientific Bulletin Melitopol State Pedagogical 1, no. 24 (November 29, 2020): 75–80. http://dx.doi.org/10.33842/2219-5203-2020-1-24-75-80.

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O.F. Ostroumova, L.R. Nizamieva, and G.I. Nazarova. "The didactic aspect of foreign language creative teaching." Journal of Language and Literature 5, no. 3 (August 30, 2014): 76–82. http://dx.doi.org/10.7813/jll.2014/5-3/14.

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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (December 2, 2016): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s15.

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İpek, Hülya. "A Qualitative Study on Foreign Language Teaching Anxiety." Journal of Qualitative Research in Education 4, no. 3 (January 1, 2016): 1–14. http://dx.doi.org/10.14689/issn.2148-2624.1.4c3s5m.

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Muratbayevna, Alimbetova Mekhriban. "USING LITERARY TEXTS IN TEACHING A FOREIGN LANGUAGE." American Journal Of Philological Sciences 03, no. 06 (June 1, 2023): 137–41. http://dx.doi.org/10.37547/ajps/volume03issue06-22.

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The article considers using authentic literary texts in teaching a foreign language. Also, the main benefits of using literary texts are analyzed, and different approaches to organize this process are described.

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ALSHAMMARI, MISHAL H. "Virtual Faculty in Teaching Foreign Languages: Perceptions of Foreign Language Faculty." العلوم التربویة:مجلة علمیة محکمة ربع سنویة 30, no. 3 (July 1, 2022): 33–57. http://dx.doi.org/10.21608/ssj.2022.276049.

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Murray, Claire, Paul Mathieson, and Francesco Bolstad. "The Impact of Foreign Language Learning on Foreign Language Teaching." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 73. http://dx.doi.org/10.37546/jaltpcp2020-10.

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Can learning a foreign language make you a better foreign language teacher? This practice-oriented paper discusses the advantages of EFL teachers learning beginner-level French as a foreign language (FFL) for teacher development. In this paper, the authors, the teacher, a student, and the administrator of the FFL class, summarize the implementation and structure of this ongoing FFL class and describe the benefits and goals of the class for professional development. To better understand the efficacy of foreign language learning on EFL teaching, the authors consider how this class reflects current practices and research in the field of professional development. These reflections are further supported by the participants’ personal experiences collected through two qualitative class surveys. The preliminary results indicate that the FFL class was beneficial for those involved and helped the participants to improve personally and professionally; limitations and potential future improvements to the course are also discussed. 外国語を学ぶことによって教師はより良い外国語教師になれるのか？本研究では、教師の育成を目的として、初級レベルのフランス語（FFL）を学ぶことでもたらされる効果を検証した。本論では、FFLクラスの教師、学生、および管理者が進行中のクラスの実施状況と構造をまとめ、専門能力開発の為の利点と目標を論じた。。また、当該クラスの効果を検証するために、開講の狙いとクラスに対する2回の質的調査結果を比較し分析を行った。その結果、FFLクラスはすべての目標を少なくとも部分的に達成したという点で有益である一方、参加者の時間と作業負荷への影響が重大な課題であることが明らかになった。

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Oud-de Glas, Maria. "Foreign Language Needs Analysis and Objectives for Foreign Language Teaching." Dutch contributions to AILA '93 46-47 (January 1, 1993): 222–37. http://dx.doi.org/10.1075/ttwia.46-47.20gla.

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Алламуратова, Наргиза. "Innovative methods of teaching foreign languages." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (April 30, 2024): 184–86. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp184-186.

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This abstract explores innovative methods revolutionizing the teaching of foreign languages in today's interconnected world. Traditional language instruction approaches are evolving to cater to diverse learning styles and preferences, leveraging technology and interactive techniques to enhance language acquisition.

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Ma, Yili. "Applied Linguistics and Its Implications for Foreign Language Teaching." Communications in Humanities Research 5, no. 1 (September 14, 2023): 140–44. http://dx.doi.org/10.54254/2753-7064/5/20230143.

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Language is the cornerstone of human civilization, and foreign languages are the key to cultural exchange. While traditional foreign language teaching models need to be reformed gradually by relying on scientific theories, the emergence of applied linguistics has given foreign language teaching a new breakthrough. Therefore, this paper is based on the characteristics of applied linguistics and explores its role and innovation in foreign language teaching through the use of literature analysis and case study methods. This paper will give inspiration to foreign language teaching and achieve the purpose of improving teaching dilemmas and promoting teaching quality. This paper finds that combining foreign language teaching with practical applications can create an excellent language learning environment and maximize learners' language skills and interests.

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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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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.

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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.

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AVRAMENKO, A. P., and V. N. SHEVCHENKO. "Instagram in foreign language teaching." Issues of applied linguistics 3-4, no. 31-32 (2018): 21–33. http://dx.doi.org/10.25076/vpl.31.32.02.

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