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Journal articles on the topic 'Teaching methodology'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Johnson, Keith. "Communicative Teaching Methodology." Annual Review of Applied Linguistics 8 (March 1987): 58–66. http://dx.doi.org/10.1017/s0267190500001021.

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The word Communicative has, unfortunately, become so widespread that it has suffered the fate of words like democracy and freedom. At worst it has lost any precise meaning and comes to refer to any set of characteristics considered by its user to be good, modern, progressive. At best, the word is invested with precise meaning, but what is meant by it differs from user to user so that it becomes impossible to make generalizations on the topic which would satisfy all those who use the term. Indeed, any attempt at generalization is likely to lead to more divisive debate than it is to bring warring parties together.

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2

Pelekani, Chryso. "Language-teaching methodology." International Journal of Teaching and Case Studies 2, no. 2 (2009): 193. http://dx.doi.org/10.1504/ijtcs.2009.031062.

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Faggion Jr, C. M. "Teaching research methodology." British Dental Journal 234, no. 2 (January 27, 2023): 73. http://dx.doi.org/10.1038/s41415-023-5474-9.

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4

Blerta Hyseni, MSc. "The Teaching Methodology of Figurative Art." International Journal of Science and Research (IJSR) 12, no. 10 (October 5, 2023): 753–56. http://dx.doi.org/10.21275/sr231001044914.

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5

B.P., Pardayev. "METHODOLOGY OF TEACHING TECHNIQUES OF ACROBATIC EXERCISES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 101–9. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-23.

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The article discusses the benefits of teaching children basic acrobatic exercises. Different ways of engaging schoolchildren in acrobatics are presented with solid examples and rules. Also, this article provides effective and practical methods of instructing acrobatic activities at school. Along with this, the article supplies primary school PE instructors with an engaging acrobatic movements as well as games for schoolchildren who are in beginner level of doing acrobatics.

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Hikmatovna, Fayzieva Zarifa. "The Methodology Of Teaching Physics Electromagnetism Lectures." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 104–17. http://dx.doi.org/10.37547/tajas/volume03issue01-16.

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In this article, we are talking about private teaching methods characteristic of teaching electrical engineering disciplines, electromagnetism and their application, in subordination to the goal of developmental education. Here are presented particular questions of the methodology for teaching sections of the course of general electrical engineering, features of the practical implementation of the technology of organizing and conducting laboratory-practical classes in electrical disciplines are considered. The importance of the systematic and purposeful activity of the teacher in conducting educational and methodological work, stimulating and motivating students to master subject knowledge is shown, attention is paid to the problem of forming the professional thinking of students in the learning process. independent work in the process of studying electrical engineering disciplines. The article is intended for teachers working in the field of physics, as well as for students of the specialty "physics".

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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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Tatili, Sonila. "Teaching through Alternative Methodology." European Journal of Education 1, no. 3 (November 29, 2018): 142. http://dx.doi.org/10.26417/ejed.v1i3.p142-154.

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The rapid development of information and communication technology has a significant impact in the teaching process. This happens because of the existence of the advantages that this sphere entails in the pedagogical practices and methods. As such, they are briefly brought to us : easy access to information; increasing interest in learning; more ability to embed it into memory and preserved in the knowledge gained as a result of the inclusion of visual memory improvement; interactive teaching as well as easy exchange of knowledge, etc. With the aim of identifying the advantages that the technology incorporates in the teaching process of methodology, this paper aims to highlight the role of technology in the teaching and learning process of English , the achievement of the student in the learning objectives and how the technology of information and communication is intertwined in education. The study's research is about determining what impact technology has in the teaching process, meanwhile the supporting questions raise questions about the advantages of teaching technology as well as the impact on the level of learning of Albanian students. Study hypotheses, which are expected to be proven to be sustainable or not, are: Technology brings quality-enhancing teaching of English; efficient use of ICT enhances student learning. The study methodology is based on the combination of theoretical and empirical analysis, according to the case study.

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Madaminov, Z. Yu. "Methodology of teaching informatics." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 2 (2022): 255–57. http://dx.doi.org/10.5958/2249-7137.2022.00115.x.

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10

Badía, Arnhilda, and Arnhilda Badia. "Teaching FLES*Methodology abroad." Hispania 77, no. 1 (March 1994): 134. http://dx.doi.org/10.2307/344465.

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11

Tatili, Sonila. "“TEACHING THROUGH ALTERNATIVE METHODOLOGY”." EPH - International Journal of Educational Research 2, no. 3 (September 25, 2018): 17–27. http://dx.doi.org/10.53555/ephijer.v2i3.31.

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The rapid development of information and communication technology has a significant impact in the teaching process. This happens because of the existence of the advantages that this sphere entails in the pedagogical practices and methods. As such, they are briefly brought to us : easy access to information; increasing interest in learning; more ability to embed it into memory and preserved in the knowledge gained as a result of the inclusion of visual memory improvement; interactive teaching as well as easy exchange of knowledge, etc. With the aim of identifying the advantages that the technology incorporates in the teaching process of methodology, this paper aims to highlight the role of technology in the teaching and learning process of English, the achievement of the student in the learning objectives and how the technology of information and communication is intertwined in education. The study's research is about determining what impact technology has in the teaching process, meanwhile the supporting questions raise questions about the advantages of teaching technology as well as the impact on the level of learning of Albanian students. Study hypotheses, which are expected to be proven to be sustainable or not, are: Technology brings quality-enhancing teaching of English; efficient use of ICT enhances student learning. The study methodology is based on the combination of theoretical and empirical analysis, according to the case study.

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12

Alkhasova, Narmin. "«Methodology for teaching English»." Filologiya məsələləri Journal of Philological Issues, no. 5 (2024): 192. http://dx.doi.org/10.62837/2024.5.192.

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Odiljon, Mirzamahmudov. "About The Concept Of Methodology Of Teaching Geography." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 521–26. http://dx.doi.org/10.37547/tajssei/volume02issue11-89.

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Xodjabayeva, Zuxra P. "USE OF INNOVATIVE TECHNOLOGIES IN MUSIC TEACHING METHODOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 01 (January 1, 2023): 35–39. http://dx.doi.org/10.37547/pedagogics-crjp-04-01-05.

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This article talks about the correct and purposeful use of innovative technologies in the teaching of music teaching methodology in education of students in secondary schools for independent and creative thinking.

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김은애, 박혜진, 진문이, and 박기영. "Methodology of Teaching Korean Intonation." Journal of Korean Language Education 19, no. 2 (August 2008): 93–123. http://dx.doi.org/10.18209/iakle.2008.19.2.93.

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Kumar, Anmol, and Akanksha Sharma. "ARTM (Augmented Reality Teaching Methodology)." International Journal of Computer Applications 176, no. 10 (April 15, 2020): 40–43. http://dx.doi.org/10.5120/ijca2020920038.

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Kasimov, Feruz Fayzullayevich. "METHODOLOGY OF TEACHING PROGRAMMING TECHNOLOGY." Theoretical & Applied Science 85, no. 05 (May 30, 2020): 346–50. http://dx.doi.org/10.15863/tas.2020.05.85.67.

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18

Aslamiah, Suaibatul. "English Language In Teaching Methodology." PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC) 1, no. 1 (July 15, 2022): 8–18. http://dx.doi.org/10.56489/peel.v1i1.72.

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Abstract This paper contains an English learning methodology that focuses on learning strategies and learning activities. This article uses the literature study method to reveal the leaning strategies and activities of learning English with using a variety of English teaching methods that can be used to teach at school or on campus. The methods that can be used are Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physical Respond, Communicative Language Learning, Natural approach, and Suggestopedia method. All methods are combined in English teaching activities designed to develop students’ multiple intelligences and improve English skills together with easy and fun activities. Key words: English, Teaching, and Methodology Abstrak Tulisan ini berisikan tentang metodologi pembelajaran bahasa Inggris yang fokus pada strategi pembelajaran dan aktifitas belajarnya. artikel ini menggunakan metode studi literatur untuk mengungkap tentang strategi pembelajaran dan aktifitas belajar bahasa Inggris dengan menggunakan berbagai macam metode pengajaran bahasa Inggris yang bisa digunakan untuk mengajar di sekolah maupun di kampus. Adapun metode yang bisa digunakan adalah Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physycal Respon, Communicative Language Learning, Natural approach, and Suggestopedia method. Semua metode yang dikombinasikan dalam aktivitas pengajaran bahasa Inggris yang dirancang untuk mengembangkan kecerdasan majemuk siswa serta meningkatkan English skill secara bersama sama dengan kegiatan easy and fun. Kata Kunci: Bahasa Inggris, Pengajaran, dan Metodelogi.

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19

Khurramovich, Abdukhalilov Jamshid. "Methodology of teaching “vocal” subjects." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 5 (2021): 491–94. http://dx.doi.org/10.5958/2249-7137.2021.01427.0.

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Bolokbaeva, S. R. "COMMUNICATIVE METHODOLOGY IN TEACHING ENGLISH." Bulletin of Kyrgyzstan 1, no. 1 (January 1, 2019): 60–65. http://dx.doi.org/10.33514/bk-1694-7711-2019-1-60-65.

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21

Weiss, D. M. "Teaching a Software Design Methodology." IEEE Transactions on Software Engineering SE-13, no. 11 (November 1987): 1156–63. http://dx.doi.org/10.1109/tse.1987.232864.

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22

Căpăţînă, Nicolae. "Directions To Modernize Teaching Methodology." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 2 (June 1, 2015): 560–64. http://dx.doi.org/10.1515/kbo-2015-0095.

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Abstract Article presents the main directions of modernization of teaching methods, factor for modernization of education. Modernization of teaching methods is required by changes taking place in society today latter directly influencing the conduct of education. Shift from teacher-centered education to student-centered learning and changing paradigms instructional, teaching methods require modernization and transformation of his conception of education. Classical paradigm of teaching and learning profound changes, transforming the teaching learning, resulting in the need to change teacher.

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23

Winiecki, Wieslaw. "Methodology for teaching measuring systems." Measurement 18, no. 4 (August 1996): 237–44. http://dx.doi.org/10.1016/s0263-2241(96)00063-2.

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24

Dhuwaib, Jamal Hashim Ahmad. "References Methodology in Teaching History." Procedia - Social and Behavioral Sciences 89 (October 2013): 283–87. http://dx.doi.org/10.1016/j.sbspro.2013.08.847.

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25

Edmondson, Willis J. "Communicative methodology in language teaching." System 14, no. 1 (January 1986): 102–5. http://dx.doi.org/10.1016/0346-251x(86)90059-x.

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26

Ilchuk, T. V. "MODERN METHODOLOGY OF TEACHING INTERPRETATION." Innovate Pedagogy 2, no. 20 (2020): 34–40. http://dx.doi.org/10.32843/2663-6085-2020-20-2-7.

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27

Hammersley, Martyn. "Problems in Teaching Qualitative Methodology." Contemporary Psychology 45, no. 3 (June 2000): 260–62. http://dx.doi.org/10.1037/002195.

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28

Moore, Mary Elizabeth. "Narrative Teaching: An Organic Methodology." Process Studies 17, no. 4 (December 1, 1988): 248–61. http://dx.doi.org/10.2307/44798464.

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Shelkovaya, A. O., A. A. Chekal, A. A. Khristenko, and M. N. Marchenko. "Methodology of teaching environmental design." Декоративное искусство и предметно-пространственная среда. Вестник МГХПА, no. 2-2 (2023): 180–93. http://dx.doi.org/10.37485/1997-4663_2022_2_2_180_193.

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30

王, 晓. "Introduction to English Teaching Methodology." Advances in Education 13, no. 11 (2023): 9319–24. http://dx.doi.org/10.12677/ae.2023.13111439.

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31

Voštinár, Patrik. "Teaching programming using eduScrum methodology." PeerJ Computer Science 10 (January 23, 2024): e1822. http://dx.doi.org/10.7717/peerj-cs.1822.

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There are a large number of professions in the world today. Some professions are disappearing, and some new ones are emerging. However, they all have something in common: the need to manage them. Throughout its history, humanity has developed several constantly changing forms of management. For this reason, school absolvents must enter the labour market with skills already sufficiently developed, such as communication, cooperation, teamwork, responsibility, and the ability to plan their work. The article focuses on the issue of teaching programming through mobile applications and basic robotics through the innovative form of teaching-EduScrum. The EduScrum methodology is based on the agile software development method Scrum, which develops soft skills. The article describes our experience with this teaching in computer science classes. We established several hypotheses evaluated using descriptive statistics on a sample of 251 students. The main objective of the research is to verify whether teaching computer science in primary and secondary schools using the eduScrum methodology is more suitable than the classical-frontal teaching of computer science. The research showed that secondary school students preferred the eduScrum methodology more than traditional frontal teaching and the primary school students preferred traditional frontal teaching.

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MANDARIA, George. "Methodology of Teaching Dynamic Programming." Journal of Technical Science and Technologies 3, no. 1 (September 16, 2014): 15–18. http://dx.doi.org/10.31578/jtst.v3i1.84.

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In this article the methodology of learning dynamic programing is described. Mentioned methodology is one of the main methods of solvingsome programming problems and foresees dividing one problem into such sub problems that using their solutions will be possible to build thesolution of initial problem. The realization of this method needs memorizing the solutions of sub problems, thus, the dynamic tables are used.As well as that the solutions of sub problems and recursive dependence are explained in this article. It is showed how to use recursive dependencein order to divide a problem into sub problems. Moreover, some sample problems and their solutions are included.

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Nuriyeva, Solmaz. "Methodology of teaching review topics." Filologiya məsələləri Journal of Philological Issues, no. 5 (2024): 329. http://dx.doi.org/10.62837/2024.5.329.

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Chopra, Jyoti, Anita Rani, Archana Rani, RK Deewan, AK Srivastava, and PK Sharma. "Students’ Reflections on Teaching Methodology in Anatomy." Asian Journal of Medical Sciences 5, no. 1 (September 4, 2013): 47–51. http://dx.doi.org/10.3126/ajms.v5i1.8039.

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Objective: With technological evolution, use of power point presentation has been increased tremendously for classroom teachings in medical education. There is dearth of information that whether this technology is really liked by the students in anatomy or not. Therefore present study was conducted to assess which methodology of teaching anatomy was preferred by students: traditional (chalk & black-board), computer assisted or both when combined. Methods: A questionnaire based study was conducted that involved 250 1st year MBBS students. Students were asked to fill semi structured questionnaire that contained closed and open ended questions regarding teaching methodology. Results & Conclusion: 70.37% students favored combination of power point presentations along with traditional method, 25.93% preferred chalk and blackboard method and only 3.7% students opined that power point presentations should be the sole method of teaching. Therefore the study concludes that traditional method of lecture delivery in anatomy should be carefully amalgamated with power point presentations to meet the aspirations of students and to combat the limitations of chalk and board method. DOI: http://dx.doi.org/10.3126/ajms.v5i1.8039 Asian Journal of Medical Science Vol.5(1) 2014 pp.47-51

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Zaitova, Ozoda Y., Nargiza U. Sirajitdinova, and Shakhida T. Kholmatova. "METHODOLOGY OF TEACHING THE RUSSIAN LANGUAGE AS APPLIED SCIENCE." Journal of Social Research in Uzbekistan 02, no. 03 (August 1, 2022): 42–48. http://dx.doi.org/10.37547/supsci-jsru-02-03-07.

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Abstract The article discusses the relevance of introducing innovative methods in the process of teaching the Russian language to Uzbek philologists-Russianists. The question is raised that the main thing in teaching the Russian language is the functional principle of learning, and the communicative competence of students is put in the spotlight. It is said about the intensive search for new approaches, forms and innovative methods of teaching the Russian language, where the directive learning model is replaced by an interactive model that is more productive and focused on the student's personality.

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KONSULOVA, SNEJANA ST. "Current Trends in the Methodology of Teaching Technical Subjects." Indian Journal of Applied Research 4, no. 2 (October 1, 2011): 3. http://dx.doi.org/10.15373/2249555x/feb2014/173.

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Cisneros-Chávez, Betsy Carol, Olga Melina Alejandro-Oviedo, and Klinge Villalba-Condori. "Science Teaching at Primary Level based on BEME Methodology." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 558–66. http://dx.doi.org/10.37200/ijpr/v23i4/pr190391.

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Komilovich, Komilov Dilshodbek. "Methodology, Importance And Scientific Approach To Teaching Programming At School." American Journal of Social Science and Education Innovations 02, no. 10 (October 31, 2020): 381–84. http://dx.doi.org/10.37547/tajssei/volume02issue10-61.

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This article provides information about teaching programming at school, the importance of teaching programming from school age, teaching methods and scientific approaches of specialists in this area, the innovations made.

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Makhamadievna, Atamuratova Munira. "MODERN METHODOLOGY OF CULTURAL ASPECT INTEGRATION IN TEACHING FOREIGN LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 03 (March 1, 2023): 19–23. http://dx.doi.org/10.37547/pedagogics-crjp-04-03-04.

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This article is devoted to the theoretical basis of using the cultural aspect in teaching English as a foreign language and orientation to the development of speech competences is important in teaching. Description of modern approaches and methods related to the use of cultural aspects in teaching English as a foreign language in Uzbek groups, as well as issues of methodological support in teaching English as a foreign language in Uzbek groups are covered in the article. Developing and implementing exercises and tasks related to teaching English as a foreign language in Uzbek groups, organization of personalized education and achieving transparency in education, methodological basis of using cultural aspects in teaching English to increase flexibility and it is important that the structural structure of increasing student mobility consists of two necessary elements.

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BYCHKOVA, N. V., V. V. VOLKOV, and T. P. LAPYKO. "METHODOLOGY FOR THE USE OF MULTIMEDIA TEACHING TOOLS FOR HIGHER SCHOOL STUDENTS." Scientific Notes of Orel State University 98, no. 1 (March 26, 2023): 194–96. http://dx.doi.org/10.33979/1998-2720-2023-98-1-194-196.

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The publication deals with the theoretical and methodological aspects of the use of multimedia teaching aids for students of higher education. It discusses the positive feature soft heuse of multimedia teachin gaids, the use of which is carriedut in the process of teaching university students, and by the students them selves in teaching practices in second ary vocational schools and secondary schools. The article provides example soft heuse of various types of multimedia teaching aids, suchas interactive white boardsin the learning process of both students and schoolchildren.

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M., Ajay Krishnan, and Amol Deshpande. "Disruptive Teaching Methodology for STEM Education." Journal of Engineering Education Transformations 34 (January 31, 2021): 752. http://dx.doi.org/10.16920/jeet/2021/v34i0/157178.

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Reddy, CD. "Teaching Research Methodology: Everything’s a Case." Electronic Journal of Business Research Methods 18, no. 2 (February 16, 2021): pp178–188. http://dx.doi.org/10.34190/jbrm.18.2.009.

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This paper contributes to the discourse about research methodology pedagogy towards the development of new scholarly researchers. Because students can better visualise causal effects within a single case, I propose that instructors, before moving onto to teach inferential statistics relying on impersonal numbers from many cases, use instead a case-oriented approach to emphasise the “case” as the basic pedagogic unit to scaffold the student’s learning of research methodology. A carefully chosen case can represent an instantiation of the same phenomenon that will eventually be used to demonstrate inferential statistics. After all, for causal effects to show up at the population level, they must be operating within particular cases. I refer to this as an N-case approach. This approach locates various combinations of quantitative and qualitative methods on a continuum from exploratory to confirmatory research. This continuum can also be framed as one moving from the particular to the general. The single case allows students to grasp ideas about causal processes in a more direct manner than a survey can. Instructors can then build on single case insights to grasp similar ideas at a population level. My motivation for this approach is to turn away from a pedagogy where research methodology teaching begins with ideas set in quantitative approaches to understand causal processes occurring at a particular case level. I also believe that current research teaching ought to turn away from encouraging students to apply a research design according to their favoured identity along a qualitative-quantitative divide. Instead, the research problem should determine the required research design.

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Yanushkevichiene, Olga. "About the Methodology of Teaching Mathematics." European Journal of Multidisciplinary Studies 1, no. 4 (April 30, 2016): 135. http://dx.doi.org/10.26417/ejms.v1i4.p135-137.

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This paper discusses the teaching of mathematics and developing of logical thinking. Based on the psychology of thinking, the best possible forms of teaching are analyzed. As an example, the compliance with the tasks in one of the mathematical textbooks for elementary school and age peculiarities of children is analyzed.

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Yanushkevichiene, Olga. "About the Methodology of Teaching Mathematics." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 195. http://dx.doi.org/10.26417/ejser.v6i2.p195-197.

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This paper discusses the teaching of mathematics and developing of logical thinking. Based on the psychology of thinking, the best possible forms of teaching are analyzed. As an example, the compliance with the tasks in one of the mathematical textbooks for elementary school and age peculiarities of children is analyzed.

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45

Woodsworth, Judith. "Teaching Précis-Writing: Objectives and Methodology." Meta: Journal des traducteurs 33, no. 2 (1988): 274. http://dx.doi.org/10.7202/004617ar.

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Zabarna, Nataliia, and Nataliya Kovda. "Innovative Methodology of Teaching Legal Studies." Path of Science 7, no. 11 (November 30, 2021): 1001–8. http://dx.doi.org/10.22178/pos.76-2.

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47

Clapis, Maria José, Estefânia Andréia Marques, Adriana Katia Corrêa, Maria Conceição Bernardo de Mello e. Souza, and Kátia Pereira de Borba. "Problematization methodology in primary healthcare teaching." Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1671–77. http://dx.doi.org/10.1590/0034-7167-2017-0157.

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ABSTRACT Objective: To identify the contribution of the problematization methodology in primary healthcare teaching in a nursing undergraduate course. Method: Documentary, descriptive and qualitative study, carried out with undergraduate students from the Ribeirão Preto College of Nursing at the University of São Paulo. Data were collected through analysis documents which consisted of 21 evaluation forms filled out by first-year undergraduate students in the 2013 school year taking the subject Comprehensive Health Care I, whose theoretical framework was focused on primary health care. Results: It was found that the subject met the intended goals, allowed coordination between theory and practice, and enabled the contact of undergraduate students with the profession and work environment in the beginning of the course. Final considerations: Analysis of the evaluation forms for the subject Comprehensive Health Care I evidenced that the use of the problematization methodology favored primary healthcare teaching.

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Ivanov, O. N., I. G. Dorovskikh, and N. M. Vladimirov. "NEW APPROACHES IN TEACHING METHODOLOGY FIGHTERS." Международный журнал экспериментального образования (International Journal of Experimental Education), no. 11 2018 (2018): 12–16. http://dx.doi.org/10.17513/mjeo.11840.

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49

Stepanova, Maria M., and Aleksei V. Kozuliaev. "Methodology of teaching audiovisual meme translation." Tambov University Review. Series: Humanities, no. 1 (2022): 57–67. http://dx.doi.org/10.20310/1810-0201-2022-27-1-57-67.

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The study focuses on teaching the translation of audiovisual memes: comic image/video and text combinations that tend to go viral on the Internet. The key features of a meme are a comic effect resulting from surprise, disrupted expectations, the clash between the text and the video; “viral” expansion across the Internet and other social media. Mastering the skills required to translate such audiovisual content is essential since memes are highly popular on the Internet with all age groups, there are numerous allusions references to the popular memes in the mass media, fiction, movies, and TV series. Teaching audiovisual meme translation shall consist of analyzing the meme properties, building meme comprehension and metacognitive analysis skills, and mastering specific approaches and techniques for meme representation in the source and target languages. An emphasis should be placed on developing the ability to adequately reconstruct meme ecosystems in the source language and find their analogs in the target language as well as the skills required to identify archetypical narratives in the source language and build them in the target language. It is shown that memes have some similarities to set expressions and proverbs. The meme translation curriculum shall build the ability to find and translate set expressions and proverbs in audiovisual works. It is also shown that translation teachers should have specialized training in teaching the translation of memes as a special type of audiovisual content. It can be implemented in the format of short seminars/webinars, or within the teacher further education framework.

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Hrytsiuk, Olena Serhiivna. "Teaching Computer Science with CLIL Methodology." Engineering and Educational Technologies 8, no. 4 (December 30, 2020): 64–73. http://dx.doi.org/10.30929/2307-9770.2020.08.04.06.

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In this paper, methodological and organizational aspects of applying CLIL methodology in teaching computer science for students of universities are analyzed. It is shown that European countries, as well as the United Kingdom, the United States of America, and Canada, where part of the curriculum has been taught in a foreign language for several decades, are most actively introducing content and language integration and promoting an interdisciplinary approach to education. CLIL methodology features and benefits are identified, namely, a comprehensive focus, stimulating learning environment, authenticity, active learning, gradual learning and collaboration. The peculiarity of CLIL methodology is that its use requires a stable elementary skill in the grammar of a foreign language, as well as knowledge of subject-specific language. In accordance with various conditions, CLIL model can be presented in various forms: it can be a full course of a foreign language discipline, a module from a specific topic area, a part of any course, a project, a laboratory workshop, and a research, too. The paper presents a plan for computer science lectures and labs in a foreign language, which contains seven stages, each of which is performed in English. Integration of computer science and teaching in English at the Kremenchuk Mykhailo Ostrohradskyi National University is implemented using developed bilingual course program “Computer for beginners”. The course content includes a study of the material necessary for obtaining skills in using modern ICT and a personal computer using English glossary. Conclusions are drawn regarding conditions and principles of teaching computer science in a foreign language. The scientific novelty of the work is that for the first time a comprehensive analysis of the expediency of using CLIL methodology was carried out at the Kremenchuk Mykhailo Ostrohradskyi National University. The practical significance of the work is that its results can be used for further implementation of content and language integration in Ukraine universities. The development of new content and language integrated courses with CLIL methodology for teaching courses in a foreign language is considered promising.

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