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Journal articles on the topic 'Teaching English as a Foreign Language'
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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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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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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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Abdukarimovna, Tashmatova Madina. "Lexical Homonyms In Modern English And Uzbek." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 128–34. http://dx.doi.org/10.37547/tajssei/volume03issue06-22.
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Mainly seen in rising interest to learning foreign languages in our state. There has been made many attempts to create new ways and methods of teaching foreign languages. This research is based on language properties of purely English language, and comparative analysis linguistic features between English and Uzbek. The rising interests to learning foreign require establishing new methods and ways of teaching language. The most effective method of teaching language is considered to find counterparts of language units and expressions from Uzbek language. Besides that it is important to take into consideration special features of national similarities of native language.
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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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Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.
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The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.
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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 31, 2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.
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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.
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Prayatni, Ida. "Teaching English For Young Learners." Jurnal Ilmiah Profesi Pendidikan 4, no. 2 (November 30, 2019): 106–10. http://dx.doi.org/10.29303/jipp.v4i2.90.
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Abstract : Language as a means of communication plays very important role in social relationship among human beings. The English language is the first foreign language we teach to children at very early stages of schooling. The primary aim of teaching English in the early years of schooling is to motivate young learners to be ready and have self-confident in learning English at higher levels of education. Some children are born to parents who are polyglots, so they have to acquire two or three different languages. Some others learn second or third language because they have to immigrate to a new country. Others learn English as foreign language because English is not their native language in their country. Teaching English to young learners then can be beneficial or detrimental to learners. It will be beneficial if the teachers can facilitate learning and enable learners to bring to language learning their curiosity and eagerness to make sense of the world, as a result, the teachers may help the learners are able to overcome their problem even the most demanding tasks with enthusiasm and willingness.Keywords : Teaching English, English for young learners
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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.
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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.
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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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DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.
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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
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Vetoshkin, Andrey Aleksandrovich, Svetlana Ivanovna Piskunova, Lyudmila Mikhailovna Boyarkina, Olga Aleksandrovna Nikishina, and Elena Aleksandrovna Davydova. "Discussion as a modern educational technology in teaching English." Revista Tempos e Espaços em Educação 15, no. 34 (February 25, 2022): e17324. http://dx.doi.org/10.20952/revtee.v15i34.17324.
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The main function of the education connected with foreign languages is to provide the learners with qualified knowledge according to their future carrier. The paper deals with the problem of methodological organization of teaching a foreign language in the form of a discussion. The discussion provides more opportunities for intellectual and creative development of schoolchildren through mastering their foreign language communicative competence. The chapter touches upon the peculiarities of competency-based approach, learning motivation and use of the discussion method in teaching. The responsibilities of a teacher at the stages of planning, moderating and the final stage are highlighted. Some examples of using the author’s learning materials in foreign language lessons are given. In the research process, the following methods were used: analysis and generalization of domestic and foreign pedagogical, psychological and methodological literature on the use of discussion in teaching foreign languages; study and generalization of the pedagogical experience of teachers of the Evseviev Mordovia State Pedagogical University on the use of discussion in teaching foreign languages; quantitative and qualitative data processing methods. The effective discussion is a good practice for English speaking students. It helps to develop students’ communication competence on all levels of language: phonetic, lexical and grammatical.
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Gavrilova, Svetlana, Svetlana Korobova, and Elena Nesvetaeva. "TEACHING ENGLISH BY MEANS OF THEATRICALIZED ACTIVITIES." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta 13, no. 2 (2021): 55–61. http://dx.doi.org/10.47370/2078-1024-2021-13-2-55-61.
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The problem of finding effective methods of teaching foreign languages, focused on quick and easy assimilation of language material, its activation in the process of communication in various life situations, is the subject of numerous pedagogical discourse. A modern teacher is a mentor of the educational process, and is able to use a wide methodological and technological pedagogical toolkit. Among the most important problems of modern linguodidactics is the weak motivation of students to learn a foreign language in the absence of a linguistic environment. Therefore, the main task of organizing the educational process in teaching a foreign language is to develop students' interest in the language. The article focuses on the authors' practical experience on the use of theater technologies in additional language education and presents a tested foreign language teaching program. The research problem: what is the role of theatrical activities in teaching English? The purpose of the research is to substantiate the potential of theatrical activity in teaching English. The research methods used are observation, generalization, analysis. The research results: the influence of the means of theatrical activity on the process of teaching English to schoolchildren has been described; the understanding of theatricalization as an interactive educational technology in the English classroom has been presented; the experience of using elements of theater in extracurricular activities for the study of the English language have been described; the arguments of theatrical activity as an effective means of teaching a foreign language have been substantiated. Key findings: the means of theatrical activity include the following theatrical techniques: roleplay when reading foreign texts, a theatrical story about a character / historical personality, a scene, sketches, games, etc. Theatrical technologies complement the traditional form of the classroom, contributing to the development of open dialogical communication, the emotional component, broadening the horizons of students, which makes it possible to expand the range of opportunities for teaching a foreign language.
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Shafiyeva, Ulker, and Sara Kennedy. "English as a foreign language in Azerbaijan: English teaching in the post-Soviet era." English Today 26, no. 1 (February 23, 2010): 9–14. http://dx.doi.org/10.1017/s0266078409990629.
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During the Soviet era, language teaching methodology in the Union of Soviet Socialist Republics (USSR) was premised on promoting a deep knowledge of a language's grammar and vocabulary. To this end, the selection of texts was centrally mandated, and teaching techniques and activities were carefully controlled and monitored. This rigorous approach to language teaching had both benefits and drawbacks for teachers and students. In response to the drawbacks of traditional Soviet methodology, some teachers and teacher trainers in former Soviet republics are currently promoting communicative language teaching, also known as the communicative approach. Communicative language teaching, as opposed to more traditional Soviet teaching methodology, emphasizes learning to use language to communicate rather than learning language solely as a linguistic system. However, the implementation of communicative language teaching has been problematic, for reasons ranging from government policies to teachers' beliefs and training to students' expectations. The purpose of this article is twofold. We first describe important characteristics of traditional Soviet language teaching methodology and the consequences of that methodology for language learning. Then, we explore the challenges of transforming traditional language teaching methodology (for the teaching of English as a foreign language, in particular) in post-Soviet republics, using Azerbaijan as a specific example.
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Ali Al-oglah, Thara Mahmoud. "Teaching and Learning English as a Foreign Language." International Journal of English Language Teaching 5, no. 2 (July 20, 2018): 57. http://dx.doi.org/10.5430/ijelt.v5n2p57.
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The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.
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Küçükler, Halil, and Abdullah Kodal. "Foreign Language Teaching in Over-Crowded Classes." English Language Teaching 12, no. 1 (December 20, 2018): 169. http://dx.doi.org/10.5539/elt.v12n1p169.
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The importance of English in Foreign Language learning has been widely accepted in recent years and the English language is now well established as an international language. There is a growing significance of foreign language in education. As English has been widely used internationally, many people are interested in English and prefer learning English. When it is considered in public schools, English teaching has become more intense in school curricula. There are many barriers in language teaching in from primary education to higher education. One of the most important barriers in foreign language teaching is crowded especially over crowded classes. In crowded classes, classroom management, getting results from language approaches becomes difficult. In addition to this, a small number of class hours per week is another barrier in language teaching. The purpose of this study is to examine this issue and to examine the question of how language teaching is handled in these crowded classes and what different activities are useful to apply. If the educators are unable to change the classroom order, what are the appropriate language activities and how to apply them.
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Džuganová, Božena. "Teaching Medical English through Professional Captioning Videos." Journal of Language and Cultural Education 7, no. 2 (September 1, 2019): 95–107. http://dx.doi.org/10.2478/jolace-2019-0013.
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Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).
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Shi, Shaohua. "Computer English Teaching Model Based on Multimedia Platform." International Journal of Emerging Technologies in Learning (iJET) 11, no. 08 (September 1, 2016): 59. http://dx.doi.org/10.3991/ijet.v11i08.6050.
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Currently, multimedia-assisted foreign language teaching is a topic of high interest in the field of foreign language teaching. The combination between multimedia and foreign language teaching enables the teaching activity to integrate functions, such as words, phrases, sounds, images, figures and animations which can arouse and stimulate the students’ enthusiasm and initiative as well as improve the teaching efficiency. However, the insufficient study of current foreign language teaching on both of the theories and practices of the multimedia-assisted foreign language teaching results in an unsatisfactory outcome of the multimedia-assisted teaching utilized by many foreign language teachers in middle school. Based on the knowledge and analysis of the status quo of the multimedia-assisted foreign language teaching and its design, this paper systematically discusses its contents of listening, speaking, reading and writing as well as its design, aiming at promoting teachers to spontaneously use the multimedia in the foreign language teaching, taking the maximum advantage of the multimedia-assisted teaching.
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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.
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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.
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Irgasheva, Umida Raimjanovna. "The Features Of Online Lessons In Teaching English As A Foreign Language." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 237–42. http://dx.doi.org/10.37547/tajssei/volume02issue10-39.
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This article provides the features of online lessons, the differences between online and offline lessons in teaching English as a foreign language. The advantages and disadvantages of online and traditional lessons in teaching English are described here. They are considered as modern methods of teaching English including such criteria as motivation, the quality of the perception of the material, understanding of speech, overcoming the language barrier and construction of the lesson.
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Widyasari, Hesti, and Hanandyo Dardjito. "Teaching Indonesian for other language speakers." Technium Social Sciences Journal 28 (February 9, 2022): 43–51. http://dx.doi.org/10.47577/tssj.v28i1.5887.
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Previous studies suggested immersing the language learners in the target language when learning a foreign language. It is, to some extent, difficult to apply because of several factors; therefore, English operates as a medium of instruction in the classroom where the learners have different cultures and different first languages. This study aimed at finding out the use of English as a medium of instruction in teaching Indonesian for foreign language speakers or Bahasa Indonesia bagi Penutur Asing (BIPA). It applied a qualitative design involving a semi-structured interview with three BIPA teachers selected using purposive sampling. The interview data were analysed interpretively. The findings revealed that English was employed when giving instruction, explaining complex concepts and grammar, defining vocabulary, checking the students’ comprehension, and keeping the classroom interaction. However, English was used limitedly because the learners needed to learn and practice the target language.
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Asylzhanova, D. "EFFECTIVE METHODS OF TEACHING ENGLISH." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 354–58. http://dx.doi.org/10.51889/2020-4.1728-7804.75.
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This article discusses effective methods of teaching English based on a review of the work of scientists who have proposed new methods of teaching the language, including communication training. The features, meaning and methods of teaching using modern methods in foreign language lessons are considered. The importance of systematic learning for free communication of students in a foreign language is noted, as well as the topic of overcoming difficulties during the lesson such as involvement and activity of students, knowledge testing, time management, improving the level of knowledge and creativity of students. The use of information technologies and electronic textbooks, interactive whiteboards, didactic games, the use of ethno-cultural and linguistic-cultural knowledge in teaching is shown as an effective approach to teaching a foreign language.
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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (October 2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.
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An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongside instruction in such other languages as French, German, and Russian.
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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
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Zhang, Hongmei, and Ni Wang. "Sociolinguistics and English Teaching in China." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 830. http://dx.doi.org/10.17507/tpls.0604.21.
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As a wide-ranging inter-discipline which rose in the 1960s, sociolinguistics takes language as a part of society and culture and explores how to relate the rules of language with social factors as its basic task. At the same time, its theories and practices are not only an important supplement and development for linguistics, but also very important for theories and practices of foreign language teaching. The foreign language teaching must pay attention to the cultivation of students' communicative ability. However, foreign language teaching in China has ignored the communicative ability with only paying attention to the language form for a long time. The paper is intended to analyze the reasons why sociolinguistics encounters so many obstacles in English teaching in China and the existing problems of China’s foreign language teaching to help the readers have a better understanding of the application of sociolinguistics in China’s English teaching.
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Bazhutina, Marina M. "Integrated foreign languages teaching: a concept of the English language textbook for engineering majors." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 232–42. http://dx.doi.org/10.32744/pse.2021.2.16.
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Since 2017 new state educational standards for higher education have been introduced and contain the fourth universal competence (UC-4) which refers to the notion “business communication”. In this relation, the paper considers the issue of creating an up-to-date English language textbook for engineering majors in compliance with the requirements of the new state educational standards according to the methodology of the integrated teaching of foreign languages. The author presents such concept emphasizing the fact that engineering majors – and automobile engineering majors in particular – lack modern professionally oriented textbooks of English. Research methods include: analysis of the requirements of the state educational standards, scientific sources on integrated foreign languages and professional disciplines teaching; modelling a concept of the English language textbook. The purpose of the present paper is to introduce a concept of the textbook according to the model of integrated foreign languages teaching as part of the methodology of integrated foreign languages and professional disciplines teaching. In this relation, the author clarifies the difference between the Russian methodology of integrated foreign languages and professional disciplines teaching and the European technology of Content and Language Integrated Learning (CLIL). The author describes features of three models of integrated teaching in Russia and gives grounds for choosing the “golden mean” – integrated foreign language teaching as the basis for creating professionally oriented textbooks of English. The research results include also the author’s introducing the notion of zones of near and further integration which are characterized by a different degree of content and competence integration into students’ learning professional disciplines and acquiring professional competences. The zones of integration help to differentiate the textbook for teaching professionally oriented General English and the textbook for teaching courses of professional English. The concept contributes to disclosing the previously proposed idea of the developing of the integrated foreign language professional communicative competence because it introduces principles for creating English language textbooks and their key components. Although the concept is worked out for creating textbooks of English for students of automobile engineering, but it may as well be applied for all engineering majors. The concept will be detailed as the textbooks are being created and piloted at the same time.
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Datskiv, Olha, and Sofia Datskiv. "Primary school inclusive foreign language teaching features." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 44–50. http://dx.doi.org/10.32589/1817-8510.2021.3.241160.
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An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.
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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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Ergashev, K. "Newwave in English Language Teaching." Bulletin of Science and Practice 5, no. 4 (April 15, 2019): 426–30. http://dx.doi.org/10.33619/2414-2948/41/61.
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In recent years, Information and Communication Technologies (ICT) have been gaining ground in the educational field. Their use in the class of English as a foreign language presents great advantages, not only in terms of linguistic learning — as numerous studies have clearly demonstrated — but also as regards personal skills — since students experience the learning of English from new and novel perspectives. This article offers an analysis of some of the most innovative methodologies nowadays making use of ICTs for the teaching of English.
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Maslova, Y. V. "SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH." Educational Psychology in Polycultural Space 55, no. 3 (2021): 91–98. http://dx.doi.org/10.24888/2073-8439-2021-55-3-91-98.
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The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.
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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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Ilmiddinovich, Kuziyev Sarvarbek. "Methods Of Teaching English To Young Learners." American Journal of Social Science and Education Innovations 02, no. 11 (November 22, 2020): 65–69. http://dx.doi.org/10.37547/tajssei/volume02issue11-11.
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This article aims to help young school teachers understand the characteristics of the different methods used in teaching a foreign language to avoid difficulties in teaching a foreign language and to achieve good results taking into account the individual needs of young learners.
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Akramov, Sh R. "TEACHING A FOREIGN LANGUAGE IN A MIXED ABILITY CLASS." American Journal of Social Science and Education Innovations 04, no. 12 (December 1, 2022): 01–04. http://dx.doi.org/10.37547/tajssei/volume04issue12-01.
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Quite often in the practice of teaching English, you can hear from colleagues: “Again on this course I got a mixed-ability group!” Is it for good or as a punishment that we are given a situation in which we are forced to work with a group of students of different levels of training? In this article, we'll examine factors that determine how to work with these classes and potential difficulties EFL teachers could encounter, benefits of instructing these students, and advice and tactics for handling these situations.
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Fajarina, Maskhurin. "Mastering Teaching English For Young Learners." Wacana Didaktika 5, no. 01 (June 30, 2017): 1–11. http://dx.doi.org/10.31102/wacanadidaktika.5.01.1-11.
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Teaching language to old learners is different from teaching language to young learners. Young learners have certain characteristics which are different from old learners so those influence their acquiring a foreign language. Teaching foreign language is easy if we understand the rules well. The rules are understanding characteristics of our students, mastering some suitable methods, and choosing suitable material. Young learners have certain characteristic distinguishing to the older learners. Related to the certain characteristics, the teacher must understand to differentiate the method they use in teaching English as a foreign language to the young learners. To empower the teaching, the teacher must master the material well
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Vakhrusheva, Daria Aleksandrovna. "Issues of Teaching English Language to Adults." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 142–45. http://dx.doi.org/10.24158/spp.2020.11.24.
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This study is devoted to the consideration of the issues of teaching English to adult learners. It is noted that teaching English to adults today is in great demand, due to the world integration aspira-tions of our country, which cannot be realized when the majority of the population does not have foreign language speech skills and abilities for free partici-pation in international communication. However, adult education differs significantly from the specif-ics of teaching a foreign language to schoolchildren and students, which provokes a number of prob-lems. These problems impede the acquisition of English by adults, which, as a rule, they need for professional activities that involve the implementa-tion of foreign language communication. The analy-sis carried out in this study helped to identify the problems that need to be overcome to build an ef-fective system of teaching English to adults. In addi-tion, a number of psychological and pedagogical conditions that contribute to the effective teaching of the English language to adults and the formation of their foreign language communicative compe-tence were formulated.
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Zimina, Elena I., and Dmitrii A. Gubanov. "The role of corpus analysis in the study of English loanwords and in teaching a second foreign language (on the example of French and Italian)." Tambov University Review. Series: Humanities, no. 194 (2021): 46–58. http://dx.doi.org/10.20310/1810-0201-2021-26-194-46-58.
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We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.
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Angwah, Julius, and Emmanuel Tangong. "Cameroon’s Foreign Language Learning Culture and the Paradox of English as an Official Language." Global Academic Journal of Linguistics and Literature 4, no. 5 (September 29, 2022): 153–60. http://dx.doi.org/10.36348/gajll.2022.v04i05.004.
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Substantial exposure to language is one of the most effectively proven approaches to language learning. In Cameroon, however, even with a fairly considerable exposure to the English Language, foreign language learners still lack very basic communicative competencies in it relative to other foreign languages. In this study, we sought to describe EFL learners’ degree of exposure to different foreign languages in the Francophone system of education vis-à-vis their performances, explore some striking pedagogic differences in the teaching of English and other foreign languages and finally assess the extent to which learners’ motivations affect their mastery of English and other foreign languages. Drawing from an analysis of a three-year statistics of final year EFL learners’ performances in Lycee de Nkolbisson, an oral assessment, interviews on pedagogic approaches and the motivations of 60 EFL learners, we realized that though learners are more exposed to the English Language, they tend to lack very basic communicative skills in it compared to other foreign languages in the Francophone system of education. It was also realized that, besides poor motivation, there are also pedagogic lapses in the teaching of English to Francophones in the country. This led us to the conclusion that while, practically, pedagogic inconsistencies could account for the remarkable incompetence among EFL learners in Cameroon, it seems to be a micro reflection of a macro indifference towards the learning of English among Francophones in general.
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(IJIE), International Journal on Integrated Education, and Sobirova Robiyaxon Maxamatismoyilovna. "Enhancing students motivation in Learning English Language for non-philology students." International Journal on Integrated Education 3, no. 11 (November 5, 2020): 41–44. http://dx.doi.org/10.31149/ijie.v3i11.820.
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We all know that ensuring the quality of foreign language teaching of the younger generation, radically improving the system of training specialists fluent in foreign languages, the development of foreign languages that meet international educational standards. Training is one of the goals of the ongoing educational reform in our country. In order to identify and identify opportunities for language teaching, the teacher's knowledge, creativity, ability to arouse students' love for their subject, to establish a cooperative relationship with the student requires modern requirements. The decision is aimed at further development of foreign language teaching, implementation of measures to improve the level and quality of training of highly qualified teachers of foreign languages for secondary schools, vocational colleges and academic lyceums, higher education institutions in accordance with international standards. At the same time, it should be noted that each language studied has its own rules and secrets. In order to become a professional who meets international standards, the learner is required to ignore the most delicate layers of language.
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Xusanxoja O’gli, Khusanov Khasanjon. "Objectives Of Teaching English As A Second Language In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.
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The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.
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Muhammadieva, Halima. "The importance of the professional competence of forign language teachers." Общество и инновации 2, no. 5/S (July 5, 2021): 528–31. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp528-531.
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Today, the process of reforming the teaching of foreign languages has intensified due to the globalization of social, economic and political problems around the world. Teaching and learning foreign languages is becoming a vital necessity for every nation. In modern Uzbekistan, the role of teaching and developing foreign languages, especially English, is currently of great value. Learning English is a necessity of life and is one of the basic requirements of modern society. In this article, the author addresses the problem of the professional competence of foreign language teachers which are necessary for successful pedagogical activity.
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Юлія Данилова, Наталія Лєбошин, and Ольга Савченко. "SYSTEMATIC APPROACH IN LEARNING ENGLISH TO DEVELOP LANGUAGE COMPETENCIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 45–55. http://dx.doi.org/10.31499/2307-4906.3.2020.219089.
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The subject matter of this article is a systematic approach as a methodological basis for teaching a foreign language. The object is the conceptual framework, means and ways of developing language skills and communicative competencies in the context of the academic subject “Foreign language”. To study the literature on the target issues and to sum up the obtained data, such general theoretical methods as the analysis and synthesis method, comparative historical analysis and cause-and-effect analysis were used. The goal of this study is to systematize the general principles of the systematic approach to learning a foreign language and, in the context of the systematic approach, focus on lexical and grammatical components of the language as a system so that university students can master them in a logical and consequential way. In the course of the study, the following tasks were solved: certain principles and ways of teaching a foreign language were considered, the importance to focus on developing lexical and grammatical component of speech competence while learning a foreign language was substantiated, the means aimed at mastering lexical and grammatical material in the context of the systematic approach were systematized so that communication skills be developed while learning English. Conclusions. The systematic approach in learning foreign languages is the main, holistic and most effective way of teaching since it makes it possible to identify all the parameters and relationships of the language components. In the context of the systematic approach, a language system is considered as a set of interconnected linguistic components, therefore, individual structures and elements cannot be viewed and interpreted fragmentarily, it is necessary to take into account the properties of the entire language system. The systematic approach to learning foreign languages is a more advanced technique of teaching since the methodology of teaching the language components in the context of the systematic approach provides the most optimal development of speech skills, abilities and communication competencies.
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Khamzayev Otakhon. "Use of multimedia technologies in teaching foreign language." International Journal on Integrated Education 3, no. 12 (December 9, 2020): 136–37. http://dx.doi.org/10.31149/ijie.v3i12.950.
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The article deals with the specifics of the use of Mass Media in the English language teaching process. The need to study English language in modern society is emphasized in the article; analyzed the most effective methods and approaches of the use of Mass Media in the English language teaching, such as newspaper and magazine articles, TV, radio, Internet resources, specialized educational software designed to develop the skills of different types of speech activity — oral communication, listening, reading, writing, and skills of detailed analysis of the different styles of the English language.
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Havryliuk, Nataliia М. "VOCATIONAL EDUCATION, TEACHING ENGLISH TO STUDENTS OF ECONOMIC SPECIALTIES." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 143–48. http://dx.doi.org/10.32342/2522-4115-2022-1-23-17.
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The article analyzes modern methods of teaching a foreign language for economic specialties, shows the feasibility of using these methods in higher education. The process of teaching English in non-linguistic higher education institutions has certain features that are related to the different initial level of language training of freshmen; the number of hours to study the subject; number of groups; low enthusiasm for learning a foreign language. We emphasize that motivation plays an important role in the educational process, and its formation should be one of the main tasks of the educational process of students of economic specialties. Motivation determines the productivity of educational activities and is an integral part of it. Practice has shown that high-quality training of foreign languages for economic specialties can be carried out through the introduction of modern educational technologies, such as: training, project methodology, technology of consolidation and distance learning, information and communication technologies, training and control work. It is determined that if the content of the subject «foreign language» is focused on the specialty of the free economic zone, the effectiveness of the curriculum can be significantly increased. The study found that the use of interactive learning technology involves seeking help in communication, including cognitive communication and constructivist methods of learning a foreign language. The evidence has shown that the use of innovative English teaching methods and multimedia teaching methods can increase students’ motivation to learn foreign languages, provide access to new alternative sources of information, develop independent psychological activities, develop communication skills, intercultural and professional skills. The formation of technical motivation of students of higher educational institutions of economic specialties is one of the main tasks of the educational process, and students should become active participants, not passive objects. The use of multimedia teaching aids to implement innovative methods of teaching English allows to increase students’ motivation to learn foreign languages, obtain new alternative sources of information, develop independent psychological activities, improve creative self-realization, cultivate communication skills, intercultural and professional skills. Therefore, these technologies help to qualitatively diversify courses, enrich them with information and diversify teaching, significantly increase the effectiveness of the professional content of “foreign” subjects in higher education in economic specialties. Methods of teaching foreign languages are constantly updated, so the demand for their study is growing. Since one of the most effective methods is communication, we see the prospect of further studies in its research.
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Murtiningsih, Sri Rejeki. "Issues In Teaching English To Speakers Of Other Languages (Tesol): A Review Of Literature." Lingua Cultura 5, no. 1 (May 31, 2011): 53. http://dx.doi.org/10.21512/lc.v5i1.375.
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The article aims to review English language teaching to speakers of other languages and other related aspects such as the use of technology and the first language in classroom practices. As the need for English language competency develops, efforts to support students’ learning also change. In addition to the teaching techniques, the technology development has also gained attention for improving effective teaching and learning. Because English is a language that is not used in daily communication and the variety of students’ language competence, the use of first language in a foreign language classroom has also become another point to encourage the students’ foreign language acquisition.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.
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Vanderstein, Noémi. "'CraftEng' és az angol nyelv oktatása." Jelenkori Társadalmi és Gazdasági Folyamatok 5, no. 1-2 (January 1, 2010): 44–50. http://dx.doi.org/10.14232/jtgf.2010.1-2.44-50.
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Recent years - especially from the time of joining to the European Union - in the edu-cational system of Hungary, teaching foreign languages has a very important role. Among foreign languages, English is at the top position. This fact is in close relation to the situa-tion of the diplomats' official language since it is English, too. Teaching English as a For-eign Language for beginners is a crucial point in the different regions of our country. Kin-dergartens and schools - supported by the local government or the church, either being private - find out a number of modes to invite more and more children into their institu-tions. One of the ideas is teaching foreign languages for young learners as early as possi-ble. To motivate young students is essential in life-long-learning so it is important to find the best way of introducing foreign languages for children. For teaching English and for staying in the race of the educational market, 'CraftEng' is a new product.
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Alexander, Louis. "Fads and fashions in English language teaching." English Today 6, no. 1 (January 1990): 35–56. http://dx.doi.org/10.1017/s0266078400004521.
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Ganixanova, Madina Bakhreddinovna. "The interactive methods and principles of foreign language teaching." International Journal on Integrated Education 3, no. 1 (January 15, 2020): 77–79. http://dx.doi.org/10.31149/ijie.v3i1.277.
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English language is very important nowadays. More and more people need English to attend universities and colleges, because now everybody have an opportunity to get higher education abroad. New ideas in science and medicine happen so quickly that it is impossible to translate everything into different languages. International relations are extended and strengthened through the exchange of scientific, technical, and cultural information. In this situation, foreign language teaching is a matter of state significance. Teachers of foreign languages make their contribution to all aspects of education of pupils. There are some useful principles and methods of teaching foreign languages. Their role in the upbringing of the younger generation cannot be overestimated. The interactive methods of foreign language teaching is not only new or mysterious, new techniques but also new forms, new principles, new approaches, new methods in teaching process. Interactive training encourages and gives learners to create comfortable condition of learning, also learners feel their successfulness, develop creativity, intellectual and communicative abilities.
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Rozenfeld, Július. "Efficiency in Teaching English As a Foreign Language." Romanian Journal of English Studies 14, no. 1 (November 27, 2017): 132–40. http://dx.doi.org/10.1515/rjes-2017-0016.
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Abstract The objective of this paper is to formulate an acceptable definition of teacher quality based on effective use of time during the teaching process. Assessing teacher quality is hampered by the complexity of intersecting criteria in teaching profession. Quality is often defined broadly and in general concepts isolated from the actual classroom processes. Society, politicians, parents, educators proclaim that the quality of teachers matters, but it is difficult to come to a consensus, which markers of teacher quality can be measured reliably and which of these elements do have crucial impact on teaching. The major goal of this paper is to clarify what efficiency means in the teaching-learning process if time is taken as the main criterion; how knowledge can be defined and how teacher efficiency can be used as an objective marker of quality in teaching profession.
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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.