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1
Danilin, Roman A. "Development of foreign language intercultural interaction skills of students for the purpose of foreign language teaching at a linguistic university." Neophilology, no. 25 (2021): 127–36. http://dx.doi.org/10.20310/2587-6953-2021-7-25-127-136.
Повний текст джерелаАнотація:
Development of foreign language intercultural interaction skills is one of the main goals of foreign language teaching to students of the “Pedagogical Education” (profile “English Language”) programme. At the same time, the content of teaching foreign language intercultural interaction is the subject of discussion in the scientific literature. In this study we present the history of the problem of formulating the goals of foreign language teaching, consider several models of foreign language communicative competence and intercultural competence. As a result, a list of inter-cultural skills is generalized, the development of which will be able to prepare students for inter-cultural interaction in various situations characterized by both “dialogue of cultures” and “non-dialogue of cultures”. These skills include: a) acting as an initiator of intercultural interaction; b) support for intercultural dialogue in the spirit of peace to achieve communication goals; c) the development of critical thinking skills in relation to the interpretation of facts, information, reali-ties from the standpoint of ethnorelativism; d) acting as a intermediary or mediator between representatives of different cultures, with the leveling of intercultural contradictions, respect for representatives of contacting cultures; e) a way out of the situation of intercultural conflict; f) suppression of intercultural conflicts; g) finding agreement in intercultural conflicts.
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Poseletska, Kateryna, Svitlana Kyrychenko, Olha Vlasenko, Iryna Koval, Iryna Potiuk, and Silviia Shpenyk. "Scenarios for the Use of Chatbots in Teaching a Foreign Language in the Higher Educational Institution (HEI)." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 3 (September 1, 2023): 347–59. http://dx.doi.org/10.18662/rrem/15.3/770.
Повний текст джерелаАнотація:
Nowadays, there are a huge number of applications that help to learn foreign languages in HEIs. The article gives a concept of chatbots, their application scenarios for the development of speaking skills of HEI students learning English; defines the role of chatbots in acquiring language practice; analyzes today's chatbots for learning foreign languages; investigates the functions of chatbots for modeling language behavior. Despite their imperfect intelligence, large companies (e.g., Apple, Google, and Amazon) have already placed chatbots in the center of their flagship devices. Chatbots are now filling the Internet, acting as guides, salespersons, and assistants. However, chatbots designed as communicators have yet to make a meaningful contribution. Perhaps the most natural vocation is to be a partner in learning foreign languages. In this article, we'll look at some of the chatbots developers are offering to help you learn foreign languages. Now chatbots can radically change interacting with the digital world, from reading and writing to listening and speaking. Although this reality has been possible for more than a decade, there is little direct evidence that the golden age of spoken-agent language learning opportunities has arrived.
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Enever, Janet. "Global language policies." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 162–91. http://dx.doi.org/10.1075/ltyl.19021.ene.
Повний текст джерелаАнотація:
Abstract This paper reviews patterns of primary foreign language policy across the world, analysing the development of policy and subsequent implementation processes with reference to the particular local histories and current politics at regional, national and supranational levels of governance. In providing an overview of current provision and recent research the paper draws on the theoretical frame of historical materialism to consider the impact of global forces in three economic regions of the world today in contexts where substantial growth in the provision of primary foreign languages is now evident – described by Graddol, with reference to English specifically, as a process of “moving up the educational escalator”. Themes threaded throughout the paper include power and resistance to soft policy, perspectives of social justice and an emerging global expectation for accountability and transparency with regard to primary foreign languages policy. In reviewing recent developments in the field of educational policy research the final section raises questions around the extent to which teachers may shape language policy in education, acting as critical interpreters of policy in an agentive role, adapting and refining national and local curriculum policy to meet the needs of their learners.
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Бреева, Н. В. ""Soft Skills" formation and development in teaching a foreign language in the specialty of secondary vocational education 52.02.04 "Acting"." Modern Humanities Success, no. 4 (April 30, 2024): 212–18. http://dx.doi.org/10.58224/2618-7175-2024-4-212-218.
Повний текст джерелаАнотація:
в данной статье рассматривается важность формирования и развития навыков «Soft Skills» в процессе преподавания иностранного языка для студентов специальности среднего профессионального образования 52.02.04 «Актёрское искусство». Автор статьи подчеркивает значимость навыков общения, критического и креативного мышления, а также других «Soft Skills» для успешного обучения иностранного языка и развития актёрских навыков. Статья содержит анализ теоретических аспектов формирования и развития «Soft Skills» в контексте преподавания иностранного языка, проведенный на основе изученного материала отечественных и зарубежных авторов, а также собственных работ. В основу исследования мягких навыков, необходимых для обучения по вышеуказанной специальности, был взят Федеральный Гостударственный Образовательный Стандарт, а также информация от работодателей, требующих выскококуонкурентных специалистов на рынке труда в сфере актерского искусства. В данной работе демонстрируются практические примеры, которые могут быть полезны в обучении иностранных языков для стимулирования формирования и развития «Soft Skills» по дисциплине «Иностранный язык» у студентов по специальности «Актёрское искусство». Статья будет полезна для преподавателей иностранных языков, студентов специальности 52.02.04 «Актёрское искусство», а также для исследователей и специалистов в области образования и педагогики, интересующихся развитием «Soft Skills» в учебном процессе. this article discusses the importance of “Soft Skills” formation and development in teaching a foreign language to students of the specialty of secondary vocational education 52.02.04 "Acting". The author of the article emphasizes the main role of such skills as critical and creative thinking, communication skills and others in order to improve learning of a foreign language and the development of acting skills. The article contains an analysis of the theoretical aspects, based on the studied material of domestic and foreign authors, as well as her own research. The author offers a number of competencies necessary for training in the above-mentioned specialty, according to the Federal State Educational Standard and modern reality, which requires highly competitive specialists in the labor market. This paper demonstrates practical examples that can be useful in teaching foreign languages to stimulate the "Soft Skills" formation and development among students majoring in Acting. The article will be useful for teachers of foreign languages, students of the specialty 52.02.04 "Acting", as well as for researchers and specialists in the field of education and pedagogy interested in “Soft Skills” development in the educational proces.
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ERMOLAEVA, Zh E., and H. F. VALIEV. "The use of psychoacoustics data in teaching Russian as a foreign language." CULTURE AND SAFETY 1 (2023): 50–57. http://dx.doi.org/10.25257/kb.2023.1.50-57.
Повний текст джерелаАнотація:
The article considers psychoacoustics issues related to the difficulties of percepting of Russian speech by foreigners. A hypothesis has been proposed that the complexity of perception depends on the words and language frequency. A spectral analysis was carried out using the voice acting of the frequent words of the Russian and English languages by means of female and male voices of artificial intelligence. Recommendations have been given to teachers who teach Russian to foreign students on how to improve the quality of listening comprehension activities.
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Wahono, Suparwoto Sapto, and Ira Hamida Nurul Zahro. "Using Inquiry Based Learning to Improve Students Speaking Skills." Journal of Language Intelligence and Culture 3, no. 2 (December 30, 2021): 125–38. http://dx.doi.org/10.35719/jlic.v3i2.55.
Повний текст джерелаАнотація:
English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles of this research were planning, acting, observing, and reflecting. The method used in collecting the data was a test. The research result of students’ pre test was 66.6. Meanwhile the students’ post test result was 72.2. In conclusion inquiry based learning method improved speaking skill at the tenth grade students of vocational high school.
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Wahono, Suparwoto Sapto, and Ira Hamida Nurul Zahro. "Using Inquiry Based Learning to Improve Student’s Speaking Skills." Journal of Language Intelligence and Culture 2, no. 2 (December 30, 2021): 125–38. http://dx.doi.org/10.35719/jlic.v2i2.55.
Повний текст джерелаАнотація:
English is one of the existing languages in this world. Speaking is one of the important skills in English. A priority for many second language or foreign language learners is the mastery of speaking. Speaking is one of the indicators that someone understands English. As a foreign language, English tends to be difficult to be learnt by foreign language learners. The researcher aimed to find out if the use of inquiry-based learning method can improve the students’ speaking skill at the tenth-grade students of vocational high school. This research used classroom action research (CAR). The cycles of this research were planning, acting, observing, and reflecting. The method used in collecting the data was a test. The research result of students’ pre test was 66.6. Meanwhile the students’ post test result was 72.2. In conclusion inquiry based learning method improved speaking skill at the tenth grade students of vocational high school.
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Shchukina, Galina O. "Organizing Integrated Сlasses in a Foreign Language". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, № 4 (2 квітня 2024): 98–103. http://dx.doi.org/10.34216/2073-1426-2023-29-3-98-103.
Повний текст джерелаАнотація:
The article discusses the implementation of exercises adopted from acting, screenwriting, poetry, music, and drawing teaching to develop various foreign language skills. Taking into consideration the beneficial impact of poly-artistic approach to organizing the education process, the author attempts to apply tasks and techniques for professional creators training to ensure better learning outcomes, especially in terms of improvised speaking and writing. The integration of the arts in liason with the whole language approach creates an adequate basis for reaching the highest stage of a foreign language study – independent speaking improvisation for successful communication in any situation. The polyphony of images is a conducive atmosphere for forming the secondary linguistic identity of any learner. The hierarchy of the polyartistic experience by B.P. Jusov served the foundation for organizing a set of foreign language classes. The results have shown that shifting from the authoritative instruction in the EFL classroom to the polyphonic co-creation facilitates linguistic abilities of beginners and associative thinking of advanced learners regardless of their majors.
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Chikina, Elena Evgenevna, and Valeria Andreevna Averina. "Foreign language textbook as semiotic phenomenon." Ethnic Culture 5, no. 4 (November 28, 2023): 68–73. http://dx.doi.org/10.31483/r-108013.
Повний текст джерелаАнотація:
The aim of this paper is the semiotic analysis of a foreign language textbook as a semiotic phenomenon reflecting the cognitive attitudes of its authors and aimed at forming not only external but also deep layers of the learner's linguistic personality, responsible for motivation, intents and attitudes. The material to be analysed is a popular line of EFL textbooks “English file” by British authors Ch. Latham-Koenig and C. Oxenden. The scientific novelty of the work is that for the first time a foreign language textbook is considered not as an educational and methodological text, but as an alternative reality, a dynamic complex sign, similar to the discursive space of a fiction book. The study is conducted by applying the method of contextual analysis, the method of cognitive-pragmatic analysis, and the interpretive method to the polycoded texts of EF-textbooks. The authors conclude that the semiotic complex of EF-textbooks exhibits the characteristics of an educational novel of fiction, where the learner assumes the function of a fairy-tale hero, acting in the space of English-language cultural mythologems, reference-metric elements, topoi and narratives. As a result of active realisation of the happy end narrative, supported by the system of topoi and precedent names characteristic of the English-language conceptosphere, the textbook uses the suggestive potential of the so-called soft power to form changes at the motivational-pragmatic level of the linguistic personality.
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Oga-Baldwin, W. L. Quint. "Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning." System 86 (November 2019): 102128. http://dx.doi.org/10.1016/j.system.2019.102128.
Повний текст джерела
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Nurjati, Nunung, and Ferra Dian Andanty. "PRAGMATIC COMPETENCE OF TEACHER-STUDENTS AT ENGLISH EDUCATION DEPARTMENT." WAHANA 66, no. 1 (June 1, 2016): 63–68. http://dx.doi.org/10.36456/wahana.v66i1.483.
Повний текст джерелаАнотація:
English in Indonesia is still acting as a foreign language in a way that the language is still limited in use to be practiced in schools. English has not been as a second language in Indonesia. As a foreign language, English is still not fully utilized as appropriate in countries native speakers. The L2 still encounter verbal interaction with speakers of foreign languages, especially English teachers and learners in schools that are not in accordance with the function and the situation. The purposes of this study are to (1) describe the utterances used by the lecturer-student in meaningful situation, and (2) to describe a form of speech which implies related to the competence of pragmatic form of representation of (1) deixis, (2) conversational implicatures, (3) pre-supposition, and (4) acts of speech in the discourse of learning instructional interaction in English language education courses. This study uses a qualitative approach to the narrative definition. The data of this study include: (1) verbal aspects of speech acts between lecturer and students situational context, and (2) a form of speech acts that implies in terms of illocutionary and in terms of conversational implicatures.
Keywords: pragmatic competence, situational meaning, narrative definition, deixis, conversational implicatures
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Olvido, Andújar-Molina. "BRUJAS, PRINCESAS, OGROS Y DRAGONES: LA ENSEÑANZA DE LA LENGUA A TRAVÉS DEL CUENTO POPULAR. WITCHES, PRINCESSES, OGRES AND DRAGONS: TEACHING THE LANGUAGE THROUGH FOLKTALES." Culture Crossroads 15 (November 9, 2022): 54–62. http://dx.doi.org/10.55877/cc.vol15.190.
Повний текст джерелаАнотація:
Folktales and Fairy Tales have been useful for centuries to give voice to the dreams, aspirations and concerns of all peoples. These cultural samples are an extraordinary ally for the study of Spanish as a Foreign Language, acting as a link between the culture of origin and the target language. This article presents a project in which students from a Master’s Degree in Teaching Spanish as a Foreign Language (SFL) and students from Spanish courses from different institutions worked collaboratively in recovering oral tradition stories. Its objective was to develop intercultural competence in the SFL classroom and, later, to create teaching materials.
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Badstübner-Kizik, Camilla. "JĘZYKI I PAMIĘĆ KULTUROWA. O GLOTTODYDAKTYCZNYM POTENCJALE MIEJSC PAMIĘCI." Neofilolog, no. 45/2 (March 22, 2019): 203–18. http://dx.doi.org/10.14746/n.2015.45.2.05.
Повний текст джерелаАнотація:
Looking for motivating concepts to stimulate integrated language andculture-related teaching and learning processes in the foreign languageclassroom, the vibrant concept of Cultural Memory is certainly an issueto pay attention to. It offers a variety of occasions for language and cultureawareness training tightly connected with language learning, reachingfar beyond traditional regional studies. Realms of memory, acting asproducts and markers of a complex cultural memory, can reveal to whatextent (by whom, by which means, to what aims) cultural patterns andmeanings are constructed, how they change or under which circumstancesthey survive long periods of time. Up-to-date foreign languagedidactics can make use of this in aiming at symbolic competence (ClaireKramsch). Understanding culture as an ongoing process of (de-and re-)construction, learners might be enabled to notice and (partly) participatein authentic discourses, going on in different languages. Realms ofmemory, manifesting themselves per definition e.g. as texts, pictures,sounds, buildings, historic or mythic persons, objects, terms or whole culturalconcepts, own a considerable linguistic and cultural potential. Thisclearly points at content and process oriented learning processes involvingthe foreign language as a natural means of exploration.The article discusses criteria which might help to choose realms ofmemory suitable for the foreign language classroom and takes a look attwo genuinely “German-speaking” examples in the field of sport (Córdoba1978) and everyday objects (Schweizermesser). They can illustratethe wide range of didactic possibilities and stimulating methods whicharise from authentic and vivid parts of a widely understood culture.
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Starchikova, Irina Yu. "Olympiad at a technical university: students’ opinions and development prospects." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 167–79. http://dx.doi.org/10.32744/pse.2020.6.13.
Повний текст джерелаАнотація:
Introduction. Learning foreign languages at a technical university is an integral part of the educational process. A highly qualified specialist must have both knowledge in his/her specialist field and the skills of mastering foreign language competence. The purpose of the study was an attempt to analyze the data obtained through a sociological survey of students regarding the holding of the annual Olympiad in a foreign language at a technical university. Materials and methods. The material of the study included the answers of 114 students of the Stupino branch of the Moscow Aviation Institute (National Research University) from the first to third full-time courses by filling in Google forms. The use of the data obtained allowed revealing the attitude of students towards the English Olympiad held at the university since 2014. Results. The significance of participation in a foreign language Olympiad was assessed by 23% of the respondents. Among the respondents, there were 73% of the respondents who consider preparation for the Olympiad an important element reflecting the student’s knowledge and influencing the results of the Olympiad. Besides, 78% of respondents have already taken part in similar events. Thirty-nine percent of the surveyed students discovered new opportunities in continuing to learn the language. It is a fact that some respondents (36%) do not think that preparation for and participation in the Olympiad can increase the student’s motivation when learning a foreign language. Conclusion. Olympiad activities and preparation for this event make it possible to train a socially successful, creatively active, and demanded young specialist, acting as an activator of a competitive and developing educational environment.
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Avşaroğlu, Merve, and Ayşe Banu Karadağ. "“Foreign Language Creation” and “Textless Back Translation”: A Case Study on Turkish Translations of Jason Goodwin’s Ottoman-Themed Works Written in English." Advances in Language and Literary Studies 10, no. 5 (October 30, 2020): 107. http://dx.doi.org/10.7575/aiac.alls.v.10n.5p.107.
Повний текст джерелаАнотація:
The aim of this article is to examine the first two books in Jason Goodwin’s detective Yashim series and their Turkish translations in terms of “back translation”. Research subjects are The Janissary Tree (2006) and its Turkish translations by Çiğdem Öztekin dated 2006 and by Fethi Aytuna dated 2016 as well as The Snake Stone (2007) and its Turkish translations by Ali Cevat Akkoyunlu dated 2007 and by Fethi Aytuna dated 2017. The theoretical framework is based on the concepts of “foreign language creation”, a text describing a specific culture in a foreign language, and “textless back translation”, translation of a “foreign language creation” back into the language of that specific culture. Describing the Ottoman culture in English, Goodwin’s books can be considered as “foreign language creation” while their Turkish translations, which bring the culture back into its own land, can be considered as “textless back translation”. Depicting a foreign culture in his own language, thereby acting as a translator, the writer’s decisions are discussed within the choice of translation method in “foreign language creation”. Translating a “foreign language creation” back into Turkish, the translators’ decisions are discussed within the choice of translation method in “textless back translation”. In this respect, Ting Guo’s (2017) article entitled “On Foreign Language Creation and Rootless Back Translation–A Case Study of Snow Flower and the Secret Fan” is taken as the reference point and the categories of translation methods are expanded with regard to textual findings. It is concluded that individual translation decisions of the Turkish translators support the idea that translators from the domestic culture might take the initiative to rearrange the source text information in their target text.
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Tokaryeva, Tetyana, and Tetyana Khomenko. "ON THE QUESTION OF COMPETENCES AND BEHAVIOR OF A FOREIGN LANGUAGE TEACHER." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 133–38. http://dx.doi.org/10.36550/2415-7988-2021-1-192-133-138.
Повний текст джерелаАнотація:
The article considers the main competencies of a foreign language teacher (personal, social-communicative, educational, didactic-organizational) and his behavior (speech and non-speech) given their role and importance in the implementation of the educational process in a foreign language and foreign language material in the lesson. The authors emphasize the need to take into account the personal professional qualities of a foreign language teacher and his ability to implement speech and non-speech behavior in class as such factors that have a direct impact on students’ interest in learning a foreign language, their successful mastery of basic speech skills, on the attitude to the subject «Foreign language» and the desire to further self-improvement of acquired skills and abilities. Having personal competence, a foreign language teacher regulates the balance between work, professional development, family and free time, has the opportunity to properly organize their self-improvement. Educational competence helps the teacher to maintain discipline in the classroom, which is an important factor in the successful possession of students the necessary educational material. Professional competence determines the skills, abilities and knowledge of a foreign language and country studies. Mastering didactic and organizational competence involves developming the ability to effectively transfer foreign language knowledge to students, take into account the interests and learning needs of students. The speech of a foreign language teacher must be literate, expressive and convincing. It is an important factor in organizing and conducting a lesson. Since a foreign language lesson should be conducted primarily in a foreign language, the teacher should also encourage students to communicate using language knowledge, skills and abilities. Non-verbal behavior of a foreign language teacher is realized through the performance of various functions related to the organization and conduct of the lesson. Acquaintance with new material is carried out by involving the corresponding context, isolation of the new phenomenon from the whole, search by pupils of new in the set context, performance of exercises. In organizing and conducting oral training, namely during dramatization and role-playing, as well as during the presentation of the texts for listening, the teacher involves his acting skills.
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Rozimela, Yenni. "PERAN PEMBACA DALAM MENULIS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (December 16, 2007): 66. http://dx.doi.org/10.24036/ld.v1i1.7351.
Повний текст джерелаАнотація:
This article explores the role of audience in developing one’s writing. There are three main issues discussed here: 1) Writing English as a foreign language, 2) considering audience in writing, and 3) acting as audience in writing. A brief of the nature of writing in English as a foreign language is intended to provide an understanding difficulties faced by the students in writing. The second issue deals with theories and research findings showing the importance of considering audience in writing. The last part of this article presents an example of how to take audience into consideration as a strategy to help students develop their writing.
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Asenova, Ivanka. "Comparison of Interests and Special Abilities of Left- and Right-handers." Filosofiya-Philosophy 30, no. 2 (June 20, 2021): 192–204. http://dx.doi.org/10.53656/phil2021-02-08.
Повний текст джерелаАнотація:
Cerebral lateralization is associated with differences in brain organization and handedness is seen as its main marker. In order to verify the hypothesis that differences in brain organization tend to be associated with different patterns of interests and abilities, 379 normal left-handed subjects (221 women, aged 18 – 72 years) and 366 normal right-handed subjects (256 women, aged 18 – 72 years) were interviewed about their interests and special abilities. The following interests and special abilities were studied: singing, playing an instrument, dancing, painting, acting, foreign language skills, sports skills, and writing poetry.The results in the left-handers group showed that there is a significantly higher percentage of subjects with a pronounced interest in playing an instrument. In the group of right-handers, the study demonstrated a significantly higher percentage of subjects specifically interested in learning foreign languages. With respect to the abilities, a significantly higher incidence of participants with vocal, instrumental, sports, and foreign language skills was found in the left-handers’ group. Differences in functional cerebral organization between left- and right-handers were suggested as possible explanation for the relationship of handedness with special abilities.
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Machili, Ifigeneia. "‘it’s not written on parchment but it’s the way to survive’: Official and unofficial use of languages in MNCs." Language in Focus 1, no. 2 (December 1, 2015): 54–84. http://dx.doi.org/10.1515/lifijsal-2015-0009.
Повний текст джерелаАнотація:
Abstract The globalization of economic activity and the escalating economic crisis impact on the expansion and shrinking of businesses along with their management of human resources and language management strategies. Struggling to remain competitive and survive, businesses resort to a range of language policies when employees make their own everyday language choices, a divergence that is worth investigating. Against this backdrop, this paper takes a mixed method approach and reports on the official and unofficial uses of English as a lingua franca and Greek as the local language in multinational corporations in Greece. According to the analysis, language choice is negotiated locally and strategically to the fallout of the economic crisis according to the employees’ post duties, the complexity of issues communicated, socialization with other employees, acting as unofficial default communication channels and safeguarding the privacy of email communication. Implications are discussed in relation to the teaching of foreign languages to meet the multivariate demands of workplace communication.
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Baider, Fabienne H. "Thinking globally, acting locally." Journal of Language Aggression and Conflict 5, no. 2 (November 23, 2017): 178–204. http://dx.doi.org/10.1075/jlac.5.2.02bai.
Повний текст джерелаАнотація:
Abstract The aim of this study is to show how trans-national right-wing linguistic strategies and global xenophobic attitudes are reworked at national levels, and how, as a result, specialized country- and culture-specific coercion and legitimization strategies arise. Using a detailed, quantitative-qualitative method of analysis, we look at the Greek Cypriot extreme-right party ELAM to see how the party’s anti-migration rhetoric construes any foreign presence as threat, by proximizing it linguistically as ‘invasion.’ This strategy allows the conflation of the current ‘Other’ (migrants) with archetypical adversaries, such as Turkey. Indeed, anchoring the migration issue in the main national narrative, i.e., the long-standing Cypriot conflict, gives their xenophobic language conceptual coherence and strengthens its textual cohesion. In particular two figures of speech are the basis of this invasion script, the word metanasteftiko ‘the immigration phenomenon’ conceptualized as the kipriako (the Cyprus problem, i.e., the political division of the island). This parallelism opens the way for a number of inferences, while it also enables a conceptual shift from the real phenomenon known as globalization and multiculturalism to the imagined idea of a (white/Western) genocide. Data include comments responding to ELAM followers’ YouTube videos and mainstream press representations. Methodology includes corpus linguistics and discourse analysis focused on the fundamental metaphors found in the data such as migration as unbearable weight and migration as dirt.
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Khrin, Iryna. "Psycholinguistic peculiarities of formation of foreign language communicative competence of students of non-linguistic specialties." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 61, no. 4 (2020): 83–91. http://dx.doi.org/10.46728/jpspsw.2020.v61.i4.p83-91.
Повний текст джерелаАнотація:
It has been found that the modern process of modernization of higher education in Ukraine and its social and economic cooperation requires attention to the foreign language training of non-philological specialists. The English language programs indicate that the main purpose of mastering a foreign language is to master the language as a means of communication - this contributes to the development of students' skills in their ability to use as a tool for communication in the dialogue of cultures. It is argued that from the point of view of psycholinguistics for intensive learning of foreign languages, the most important are: the structure and dynamics of the deployment of speech actions; the role of the speech mechanism in mastering a foreign language; conditions for the successful launch of the speech mechanism. In the communicative competence of students of non-linguistic specialties can be distinguished linguistic, psychological and social characteristics. Linguistic characteristics include speech competence, speech activity, vocabulary, language and stylistic literacy.Psychological characteristics of communicative competence combines the assessment of external mental manifestations and personality behavior in the process of communication, the motivation to develop their individual abilities, communication and the desire for self-realization. And social characteristics appear in the form of the presence of social activity, an adequate perception of the situation of communication and social adaptation. Within the framework of the personality-oriented approach, the object of learning a foreign language is language activity that is active, purposeful, mediated by the language system, and caused by the communication situation of the process of sending and receiving a message.The speech mechanism is a complex of speech skills that are formed during the life of a person, capable of interaction in the interests of education and understanding of speech messages, built according to the rules of a particular language. It is proved that the verbal process is provided by the mechanisms of programming speech utterances, the construction of the syntactic structure of sentences, the «voice acting» of words. A special kind of speech activity is internal speech. Internal speech is closely related to thinking, as it participates in the phases of planning and executing activities.
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Styrkyna, Yulia. "PEDAGOGICAL POTENTIAL OF ILLUSTRATIONS IN THE PROCESS OF STUDY OF ENGLISH BY FUTURE TEACHERS." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 31–40. http://dx.doi.org/10.33989/2226-4051.2016.14.171579.
Повний текст джерелаАнотація:
The author considers opportunities of usage of illustrations in textbooks for foreign language teaching for higher educational establishment' students and comes to a conclusion that, in spite of an idea that there's no requirement for such illustrations, it is possible and it is necessary to use them.The selection of illustrations for teaching foreign language in high school is one of the most complex and least developed textbook design problems. Illustrating university textbooks in native methods of teaching is not actually investigated and needs attention as illustrators and researchers, teachers and practitioners, as no systematic work with illustrative material leads to a lack of ability and willingness of future teachers to continue working with images in high school. The prospect of further scientific research is to analyze the possibilities of illustrating books for those learning the language at «Advanced» level, and opportunities of illustrating books for professional English teachers and teachers of higher school.Modern methods of teaching foreign languages in higher education do not only approve the possibility of the use of illustrations, but also trying to prove their positive impact on learning. Acting on the senses, visibility means more complete representation of an image or concept that promotes more active understanding of the material.The author emphasizes on the thought that this statement is caused by the limited choice of teaching and methodical complexes and lack of appropriate financing, while skilled teachers compensate the absence of illustrations by their own individual pictures. In this article the chosen modern literature on this question which proves an opportunity and necessity of illustrations usage for optimization of the foreign language teaching in higher educational institutions is analyzed.
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Yang, Junjiao. "Study of conceptual metaphor in high school English Textbooks: A Case Study of People’s Education Edition." Journal of Education and Educational Research 9, no. 1 (June 25, 2024): 86–88. http://dx.doi.org/10.54097/he009e12.
Повний текст джерелаАнотація:
Since Lakoff and Johnson proposed the Conceptual Metaphor Theory, metaphor has gradually been studied as a way of thinking and acting rather than just a rhetorical device. In the past few decades, Conceptual Metaphor Theory has been applied to many fields, especially the field of Foreign Language Teaching. For second language learners, understanding metaphors in a different culture is one of the barriers in the process of second language learning. This paper makes a quantitative and qualitative analysis of the metaphors in the high school English textbooks. By enumerating three different metaphors in the textbook, it is not difficult to see that metaphor has caused obstacles to students' foreign language learning. At the same time, statistics on the frequency of metaphors in books can help us intuitively realize the universality of metaphor in language. Therefore, teachers should adjust their teaching strategies in time and have special teaching methods for learning material that contains metaphors.
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Rashchupkina, K. "The Communicative Tasks of The Speech Tactic «Focusing Attention» Within the Self-Presentation Strategy in the Educational Discourse (Based on the Material of Teaching Foreign Languages at the University)." Scientific Research and Development. Modern Communication Studies 12, no. 2 (May 18, 2023): 70–74. http://dx.doi.org/10.12737/2587-9103-2023-12-2-70-74.
Повний текст джерелаАнотація:
The article talks about the communicative tasks of the tactics of “Focusing attention” within the framework of the strategy of self-presentation in the educational discourse on the material of teaching foreign languages at the university. Aim. As the purpose of the study, a comprehensive study of the communicative tasks of the speech tactics of “Focusing attention” is highlighted based on the analysis of the discursive practices obtained in the context of the teaching type of discourse. In the work, the author gives his interpretation of this tactic, considers it from the positions of the speech-acting and lexico-semantic levels.
Methodology. The author gives concrete examples obtained from the survey and analyzes the replicas from the point of view of the theory of speech acts and language explication based on four languages: English, Russian, German and French.
The result of the study is a comprehensive description of the speech content of tactics “Focusing attention” in the situation of educational activity in the classroom, identifying lexical and semantic means of expressing this tactic. The scientific novelty of the proposed research consists in an attempt to fully present the solution of the communicative tasks of the speech tactic “Accentuation of attention” within the framework of the study of the academic discipline “Foreign Language” at the university and taking into account the strategy of self-presentation.
The practical significance of the research lies in the possibility of applying the results obtained in the development of general and special courses on language theory, theory of speech influence, stylistics, pragmatics of speech communication, rhetoric, methods of teaching foreign languages.
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РОЖЕЛЮК, Ірина, Наталія НАГОРНА, and Ірина АНДРЕЙКОВА. "The conceptual-technological model of formation of future foreign language teachers’ awareness of the monitoring activity." EUROPEAN HUMANITIES STUDIES: State and Society 2 (June 27, 2019): 24–39. http://dx.doi.org/10.38014/ehs-ss.2019.2.03.
Повний текст джерелаАнотація:
This article is devoted to the elucidation of the essence and results of a pedagogical experiment focused on the formation of future foreign language teachers’ awareness for monitoring activity. The pedagogical conditions which are believed to enhance the effectiveness of the process in question, - have been revealed therein. Among the said conditions, the following ones have been determined as leading: the intensification of the role of the pedagogical monitoring and organization of relevant pedagogical educational researchbased activities within the framework of pedagogical disciplines studied; the support of professional development of a teacher as the participant, organizer and facilitator of quality foreign language education and multi-cultural upbringing. Based on of the above-mentioned pedagogical conditions a conceptual model named “Formation of Future Foreign Language Teachers’ Awareness for Monitoring Activity in the Process of Their Professional Training” has been elaborated. The said model functions as a unity of the following components: motivational, didactic-strategic, organizational, content-technological, evaluative. The results of this model’s approbation in the process of the pedagogical experiment carried out have proved its high effectiveness. Furthermore, we have been able of revealing the essence of future foreign language teachers' awareness for monitoring activity being an important professional new development of their personality as consciously acting organizers, dispatchers and facilitators of quality foreign language teaching, deemed important for the future teachers' capability to plan, implement, correct and assess the results achieved during relevant educational tests carried out.
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Yuanyuan, Chen. "Enhancing EFL Students’ English Competency Through Drama: A Case Study in a Primary School in China." English Language Teaching 12, no. 7 (June 8, 2019): 68. http://dx.doi.org/10.5539/elt.v12n7p68.
Повний текст джерелаАнотація:
Drama courses are widely set up in K-12 education in Western countries, and drama in education promotes both language acquisition and drama acting in the West. Therefore, in the current K-12 education curriculum in China, the practice of offering English drama courses is in line with the needs of students’ core competencies development. Drawing on the participants’ interview narratives, classroom observations and journals, based upon the case in a foreign language primary school in Guangzhou, China, this study examines how the drama course is carried out and how the students’ English competency is enhanced through the drama course. The enquiry revealed that the drama course had helped promote both students’ language competency and drama acting capacity. These findings will be discussed with suggestions for making setting up drama courses in other schools and cities in China possible.
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TURCHYN, A. I., та I. O. TSAR. "КОУЧИНГ ЯК ФОРМА АКТИВНОГО НАВЧАННЯ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (4 жовтня 2021): 321–29. http://dx.doi.org/10.31494/2412-9208-2021-1-2-321-329.
Повний текст джерелаАнотація:
The authors analyse the interpretations of the concept of coaching in scientific thought in general, and as a new direction in the educational environment in particular. It has been found out that special-pedagogical coaching originated in the USA as «Content-Focused Coaching» and was used in teaching staff training. Theoretical and methodological aspects of pedagogical coaching, which contributes to the growth of motivation of higher education students, both in personal and communicative development and helps to realize their potentialities, have been investigated. The key aspects of pedagogical coaching such as: implementation of activities on the principles of partnership, joint preparation for the class and implementation of its stages, and reflection have been highlighted. It has been found out that «linguistic coaching» is widely used in foreign language teaching, which is aimed at creating optimal conditions for acquisition, and effective and quick transmission of language knowledge from a teacher (coach) to a student, providing, first of all, the student’s awareness of learning objectives and resources, increasing the variety of learning ways, raising the responsibility of a higher education student for the course and the results of learning. The importance of the coach’s role has been emphasized, the principles and algorithms of his/her actions in organizing and conducting a foreign language class using linguistic coaching have been determined. It has been stated that the coaching technologies under analyzing are realized by means of dialogic communication and cover 4 stages: motivation, planning, realization, reflexion. The article substantiates the main stages of a session with the use of coaching forms of training, reveals the principles and methods of work. The coaching technique is gaining popularity and is more and more often used in the educational process of higher educational institutions. Key words: coaching, foreign language, foreign language teaching, linguistic coaching, active learning methods.
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Gavrilov, Maxim V. "Methodical model of teaching law students to legal drafting in a foreign language using artificial intelligence tools." Tambov University Review. Series: Humanities, no. 6 (2023): 1452–66. http://dx.doi.org/10.20310/1810-0201-2023-28-6-1452-1466.
Повний текст джерелаАнотація:
Importance. The construction of methodical models of teaching is due to a number of factors that determine the trajectories of the pedagogical science development. Modeling allows to systematize and optimize the learning process, thereby making it purposeful and effective. The methodical model, acting as a framework, defines the structure, content and sequence of educational actions aimed at achieving a specific result. However, in order to build an effective methodical model of teaching, a teacher requires high-quality training, deep knowledge and pedagogical qualifications. In the context of modern information and communication technologies and artificial intelligence tools, modeling of the educational process acquires a new meaning. The need to adapt traditional teaching methods to innovative teaching tools is at the base of teaching foreign languages via modern methods. At the moment, there is an increased demand on the labor market for specialists in the field of jurisprudence who are ready and able to use a foreign language in the professional sphere. The development of artificial intelligence technologies and the appearance of legal document design tools in the public domain make it possible to study written legal discourse through a system of conditional speech and speech exercises. Therefore, the purpose of the research is to develop a methodical model for teaching law students to legal drafting in a foreign language using artificial intelligence tools. Research Methods. Theoretical and empirical research methods are used in the research: the study and analysis of scientific and methodical literature in the field of pedagogy, psychology and methods of teaching foreign languages, generalization, identification of patterns and establishment of cause-and-effect relationships. Taking into account the peculiarities of legal document design tools and modern teaching technologies, a methodical model of teaching law students to legal drafting in a foreign language through artificial intelligence tools is developed and described in detail. Results and Discussion. A methodical model of teaching law students to legal drafting in a foreign language using artificial intelligence tools is developed and described in detail. Structurally, the methodical model is represented by five interrelated components: prerequisites, target component, theoretical, operational component, performance-evaluation component. All components are hierarchically interconnected and form a single system. Conclusions. The methodological model of teaching law students to legal drafting in a foreign language through artificial intelligence tools allows them to simulate the educational process, identifying its advantages and disadvantages. The results obtained in the course of the research can be used in the development of methods for teaching students of non-linguistic universities foreign legal discourse using artificial intelligence tools.
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Markova, Elena A. "Particle - a Small Lexical Unit or an Endless Scientific Project?" Polylinguality and Transcultural Practices 16, no. 1 (December 15, 2019): 84–94. http://dx.doi.org/10.22363/2618-897x-2019-16-1-84-94.
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The article aims to explain the popularity of studying particles in present-day Russian and foreign linguistics. A comparative analysis of various approaches to the study of particles proved their importance in language structure, and the linguistic concept created by the Russian scientist and systemologist I. Melnikov allowed to define the internal determinant of the language using functional words, namely, particles, as one of the subsystem elements responsible for the stability of the supersystem and the whole system work. Due to different external and internal factors influencing on the development of the Russian and English languages, the formation of particles as a wordclass is different. Russian particles are recognized as a functional class because it is impossible to express the communicative content of the utterance, the attitude to the content without their participation, which determines the event determinant and the dynamic deployment of perception, whether language units acting as particles in the English language have polystatuting, depending on the semantic and syntactic environment, which characterises the occasional determinant and static, descriptive perception.
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Ergül Bayram, Pınar, and Evrim Eveyik-Aydın. "THE RELATIONSHIP BETWEEN THE EMOTIONAL LABOR AND BURNOUT LEVELS OF EFL TEACHERS AT UNIVERSITY PREPARATORY SCHOOLS." TEFLIN Journal - A publication on the teaching and learning of English 34, no. 2 (October 19, 2023): 226–44. http://dx.doi.org/10.15639/teflinjournal.v34i2/226-244.
Повний текст джерелаАнотація:
This study investigated the relationship between the emotional labor and burnout levels of English as a Foreign Language (EFL) teachers in languagepreparatory schools at Turkish universities. Data were collected from 179 EFL teachers from both state and foundation universities, using Turkish adaptations of the Emotional Labor Scale covering surface acting,deep acting andnaturally felt emotions, andthe Maslach Burnout Inventory Educators Survey including emotional exhaustion, depersonalization, and reduced personal accomplishment.Thefindings revealed that the most commonly experienced dimensions of emotional labor and burnout were naturallyfelt emotions and emotional exhaustion, respectively.Surface acting showed a positive correlation withemotional exhaustion and depersonalization, whereas displaying genuine emotions had a negative correlation with burnout.Furthermore, surface acting and naturally felt emotions emerged assignificant predictors of emotional exhaustion and depersonalization, while displaying natural emotions was a significant predictor of reduced personal accomplishment. These findings suggest that masking emotions fosters exhaustion and alienation from students,while the display of internalized and genuine emotionsincreases the sense of personal accomplishment and alleviates burnout. Therefore, we suggestthat institutions and administrators should support the emotional well-being of EFL teachersby encouraging their display of preferred feelings instead of imposing display rules on them.
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Evstigneev, M. N. "Principles of foreign language teaching based on artificial intelligence technologies." Tambov University Review. Series: Humanities 29, no. 2 (April 27, 2024): 309–23. http://dx.doi.org/10.20310/1810-0201-2024-29-2-309-323.
Повний текст джерелаАнотація:
Importance. The widespread use of artificial intelligence technologies affects the language education system. In the few years since the advent of artificial intelligence technology, it has transformed from a theoretical concept into a dynamic force that changes ideas about classical language education. The transition to digital didactics defines new types of relationships between participants in the educational process: the teacher, the student, the educational environment and new technologies. Accordingly, the role of the teacher and the content of didactic and methodological principles of teaching a foreign language using artificial intelligence technologies are changing. The integration of artificial intelligence technologies into the process of teaching a foreign language, on the one hand, indicates the intensification of the educational process and automation of a number of pedagogical tasks, and, on the other hand, the imperfection of new technologies and potential risks and challenges when using them in practice. The main purpose of the research is to define and describe the principles of teaching a foreign language based on artificial intelligence technologies, acting as a full-fledged individual assistant for each student.Research Methods. To conduct research in the field of linguodidactics, an integrated approach is used, including theoretical and empirical methods. At the first stage of the research, theoretical methods are used, including the study of scientific literature on the research topic, analysis, generalization and classification of the information received. At the second stage of the study, empirical methods are applied, including observation and description.Definition of Concepts. Two key concepts of “artificial intelligence technologies” and “neural networks” are considered, and neural networks are classified by type of architecture and scope of application.Results and Discussion. The use of hybrid forms of learning makes it possible to use artificial intelligence technologies as an effective tool for teaching a foreign language right now. Artificial intelligence technologies play a leading role in digital didactics, allowing you to personalize the learning process and enhance the importance of students’ learning autonomy. Digital didactics, based on traditional didactic and methodological principles, involves the implementation of the following principles of learning: the principle of expediency, the principle of contextual learning, the principle of interactivity, the principle of accessibility, the principle of personalization of learning, the principle of multimodality, the principle of gamification, the principle of inclusive assessment.Conclusion. A system of principles of teaching a foreign language based on artificial intelligence technologies is presented, taking into account the peculiarities of the organization of the educational process in relation to digital didactics. It is worth noting that this system of principles is open and can be supplemented with new learning principles, as well as the content of these principles may change with the development of artificial intelligence technologies. The results obtained can be used in further research on the integration of artificial intelligence technologies into language education, as well as in the methodology of teaching foreign languages based on modern technologies.
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Banach, Małgorzata. "Od podejścia komunikacyjnego do podejścia ukierunkowanego na działanie. Uwagi na marginesie Dydaktyki i metodyki nauczania języka polskiego jako obcego i drugiego." Poradnik Językowy, no. 4/2022(793) (April 20, 2022): 21–38. http://dx.doi.org/10.33896/porj.2022.4.2.
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Part one of this paper is a brief description of the contemporary changes in the teaching of foreign languages related to the CEFR and CEFR/CV publication and the birth of the action-oriented approach and infl uence of the European language policy on teaching Polish to foreigners in the 21st c. Part two discusses the genesis and concept of a textbook promoting the action-oriented approach, i.e. Dydaktyka i metodyka nauczania języka polskiego jako obcego i drugiego (Didactics and methodology of teaching Polish as a foreign and second language) (Warszawa 2020) by P. Gębal and W. Miodunka. This part synthetically describes the main topics covered in the book, such as: the place of didactics and methodology of teaching Polish as a foreign and second language within Polish glottodidactics, traditions and contemporary problems of such teaching, Polish language didactics across the world, its promotion and language policy, teaching of Polish as a second language and the latest directions in foreign language didactics, methodology of developing linguistic competences and language activities, teaching of Polish culture, the use of new technologies in teaching Polish, planning of the course and classes, and language assessment. Part three of the paper presents the comments inspired by the reading of P. Gębal and W. Miodunka’s publication.
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Peng, Renzhong, Qiqin Hu, and Bochra Kouider. "Teachers’ Acceptance of Online Teaching and Emotional Labor in the EFL Context." Sustainability 15, no. 18 (September 19, 2023): 13893. http://dx.doi.org/10.3390/su151813893.
Повний текст джерелаАнотація:
The recent growth and sustainability in online education have led to a greater demand for language teachers to accept online teaching and a heightened focus on language teachers’ emotions in an online setting. Based on the Technology Acceptance Model (TAM), this study attempted to investigate the relationship between English as a Foreign Language (EFL) teachers’ acceptance of online teaching and their emotional labor in online teaching. A questionnaire was distributed to 338 EFL teachers working at 19 middle schools and 24 high schools in China, and 10 teachers were interviewed. Following a series of analyses of the data, a structural relationship model integrating acceptance of online teaching and online teaching emotional labor strategies was developed and tested. The results indicate that EFL teachers’ acceptance of online teaching significantly predicts three emotional labor strategies in online teaching. Specifically, EFL teachers’ acceptance of online teaching positively influences deep acting and expression of naturally felt emotions, while negatively affecting surface acting. The obtained results address important theoretical, methodological, and practical gaps by examining the interplay between acceptance of online teaching and emotional labor in the context of online language education, a dimension that previous studies have largely overlooked.
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Fette, Julie. "Acting the Dreyfus Affair: History and Theater in the French Classroom." PMLA/Publications of the Modern Language Association of America 126, no. 3 (May 2011): 737–45. http://dx.doi.org/10.1632/pmla.2011.126.3.737.
Повний текст джерелаАнотація:
As a professor of French Studies, I had often wished to develop a course in which students could mount a play in French. Its pedagogical value seemed obvious: performing in a foreign language and managing a theatrical production could help students increase their knowledge of French society while improving pronunciation and vocabulary. However, my lack of expertise in the theory and practice of theater stymied me. I had also often longed to teach a course about the Dreyfus affair. The story of a French officer falsely convicted of selling military secrets to the Germans, which tore apart French society for a decade, it contains plenteous teachable issues about France: nationalism, anti-Semitism, the birth of intellectuals, treason and raison d'état, the rise of the modern press and public opinion, the separation of church and state, Third Republic politics, military justice, Franco-German rivalries, and even handwriting analysis. But I doubted that a French department would welcome a whole course just on the Dreyfus affair.
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Muzykant, V. L., та K. Souhila. "Язык и культура страны как действующая форма «мягкой силы»". Вестник МИРБИС, № 3(27) (28 вересня 2021): 230–34. http://dx.doi.org/10.25634/mirbis.2021.3.26.
Повний текст джерелаАнотація:
Learning a language, on one hand, promotes the Russian mentality, making it clear enough for foreign citizens, and, on the other hand, ruins "Friend and Foe" stereotype barriers. "Soft power", which replaced the theory of "cultural and ideological hegemony" of the Italian philosopher A. Gramsci in the 1930s – an integral component of information wars that have an informational and psychological impact on the recipient state in order to achieve both political and military goals. The global information war and the manipulation of consciousness through the media and social networks are becoming indispensable conditions for disinformation and rumors, leading to the so-called "infodemic". The article examines а "Learn Russian language with Nastia" program as an effective teaching method. Изучение языка, с одной стороны, способствует развитию русского менталитета, делая его достаточно понятным для иностранных граждан, а с другой — разрушает стереотипные барьеры «друг и враг». «Мягкая сила», пришедшая на смену теории «культурной и идеологической гегемонии» итальянского философа А. Грамши в 1930-е гг., — неотъемлемый компонент информационных войн, оказывающих информационное и психологическое воздействие на государство-реципиент с целью достижения, как политических, так и военных целей. Глобальная информационная война и манипуляции сознанием через СМИ и социальные сети становятся необходимыми условиями для дезинформации и слухов, ведущих к так называемой «инфодемии». В статье рассматривается программа «Учим русский язык с Настей» как эффективный метод обучения.
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Wahono, Suparwoto Sapto, Sayyidah Indah Nadella Ahmad, Putri Nuril Hidayah, and Faradifah Prilia Putri. "Acting Out a Memory-based Game in Classroom: A Study on Elementary School Students’ English Proficiency." Journal of Language Intelligence and Culture 5, no. 2 (December 30, 2023): 139–46. http://dx.doi.org/10.35719/jlic.v5i2.131.
Повний текст джерелаАнотація:
English lessons in Indonesia still have various problems as it serves as a foreign language (EFL). This research aimed to solve elementary students problems in learning English by introducing the memory match game technique. Conducted at Madrasah Aliyah Al-Hidayah in Jember, the study utilises Classroom Action Research (CAR) methodology, emphasising a cyclical process of planning, acting, observing, and reflecting. The collaborative approach involves the researcher as the English teacher employing the memory match game, with the real English teacher serving as an observer. Results indicate that 71.43% of class IV students actively participated in the game, showcasing engagement without seeking assistance, while 28.57% appeared less active. The study highlights the potential efficacy of the memory match game technique in early English language education and calls for continued research to enhance teaching and learning practices.
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Ivanova, Galina Sofronovna. "RELATIONAL PARADIGMATICS OF NEGATIVE PRONOUNS IN THE MOKSHA LANGUAGE (USING THE INSAR DIALECT AS AN EXAMPLE)." Yearbook of Finno-Ugric Studies 14, no. 2 (June 29, 2020): 191–98. http://dx.doi.org/10.35634/2224-9443-2020-14-2-191-198.
Повний текст джерелаАнотація:
This article examines the relational potential of negative pronouns in the Moksha-Mordovian language. The object of the study is the Insar dialect, which differs from other dialects of the Moksha language in that this category of pronouns is the most numerous in it, and is characterized by large inflection possibilities. The sources of study were used scientific works of domestic and foreign scientists, grammars of Mordovian languages, dialect material collected in the field and stored in the dictionary room of the faculty of Philology. The result of the analysis showed the following: in the Moksha language, negative pronouns are the same indefinite pronouns in verbs with or without negation (more often). The category of negative pronouns has eleven lexemes. If in the literary language negative pronouns do not have relational forms, then in the Insar dialect most of them change according to all three types of declension; agglutination of definiteness and possessiveness formants is carried out in the same sequence as in nouns; the variation of the excretory-amplifying particle within a single paradigm obeys the law of synharmonism. In the absence of a verb, negation, acting as a predicate, takes predicate and subject-object suffixes
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Komarova, Yulia A., and Olga M. Aleksandrova. "LINGUODIDACTIC ASPECTS OF USING PROBLEM-BASED ROLE PLAYS IN THE PROCESS OF FOREIGN LANGUAGE INSTRUCTION AT UNIVERSITY." Научное мнение, no. 9 (September 25, 2023): 108–13. http://dx.doi.org/10.25807/22224378_2023_9_108.
Повний текст джерелаАнотація:
The educational process at university supposes to be a complexly organised system aimed at forming a humanities-oriented personality. This educational goal is multifaceted and can be achieved through the competent selection of learning content and consistent implementation of innovative teaching methods. These methods include the use of problem-based role plays. The effective use of this type of plays in the process of training students requires specially designed organisation of educational material. One of these forms of material organisation can be a thematic module, which includes the following components: 1) introduction to the topic, 2) linguistic exerciser, 3) emotional-kinetic exerciser, 4) sketches, 5) acting sessions, 6) problem-based role plays, 7) reflection and self-assessment.
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Kovacova, Michaela. "Zu Effekten zum Einsatz der Theaterprojekte im Lehrerausbildung". Освітній вимір 54, № 2 (25 червня 2020): 134–47. http://dx.doi.org/10.31812/educdim.v54i2.3863.
Повний текст джерелаАнотація:
In today’s classrooms, teachers are often under great pressure — they not only have to prove themselves professionally but also as strong personalities. In teachers-training courses at universities, subject-related and didactic skills are often built up intensively, but there is a lack of support for personal and social skills, planning and management skills, and development skills. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners.
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Бердичевский, А. Л. "Textual activity as an aspect of the content of modern foreign language education." Russkii iazyk za rubezhom, no. 6(301) (December 20, 2023): 94–99. http://dx.doi.org/10.37632/pi.2023.301.6.013.
Повний текст джерелаАнотація:
В статье рассматриваются вопросы текстовой деятельности (ТД), выступающей в качестве содержания современного образования средствами иностранного языка. Дается определение текстовой деятельности. Выделяются ее средства и способы, а также объективные (внешние) и субъективные (внутренние) факторы и условия текстовой деятельности. Подробно рассматривается ее структура. Дается определение текстовой иноязычной ситуации. Проведенный анализ показал, что для осуществления текстовой деятельности необходимо наличие у обучающихся коммуникативно-познавательных навыков и умений владения смысловыми элементами: а) языка общения, в) текста и с) умения оперировать этими смысловыми элементами в ТД в конкретной сфере социальной коммуникации. В заключение предлагается классификация текстов в текстовой деятельности, разделение их на классы, типы, виды и подвиды с целью их применения для обучения иностранному языку. The article deals with the issues of textual activities (TA), acting as the content of modern education by means of a foreign language. The definition of textual activity is given. Its means and ways, as well as objective (external) and subjective (internal) factors and conditions of text activity are distinguished. Its structure is discussed in detail. The definition of textual foreign language situation is given. The analysis shows that for textual activity students must have com- communicative and cognitive skills and abilities of possession of semantic elements: a) language of communication, c) text and c) ability to operate with these semantic elements in TA in a particular sphere of social communication. In conclusion, we propose a classification of texts in textual activities, their division into classes, types, kinds and subspecies in order to apply them to teaching a foreign language.
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Fortin, Moira. "From the head to the heart: A less-than-orthodox means for foreign language teaching and learning through theatre practice." New Zealand Studies in Applied Linguistics 30, no. 1 (April 2024): 1–19. http://dx.doi.org/10.59690/xu03521.
Повний текст джерелаАнотація:
In this article I reflect on the use of theatre as a tool to teach a foreign language. Within the context of language education, theatre practice does not focus on the final product. On the contrary, it emphasises the process of learning a foreign language. Between 2020 and 2022 I conducted in-class theatre projects with students learning Spanish at the University of Otago in New Zealand. These projects entailed the translation of literary texts from English to Spanish, which later were dramatised. The translation was carried out as an in-group discussion about grammar and vocabulary. The dramatised reading encouraged students to use a variety of tones and levels of volume to physically embody the text. The dramatisation allows students to design their performance with freedom, because they are not ‘acting themselves’, but are performing a different person. The final presentation of these projects filled students with pride because the work was done entirely by them, from selecting the text, to the translation and finishing with its dramatisation in front of an audience. These projects prioritised freedom of expression and promoted autonomy in students to integrate and apply the learnt content within a specific context in another language. This paper provides a detailed description of how theatre-based instruction developed different aspects of the learners’ language skills with students ranging from 100- up to 300- level.
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KOVALOVA, Inna, Nadiia MARTYNENKO, and Liudmyla TSAROVA. "USE OF ACTIVE AND INTERACTIVE METHODS IN FOREIGN LANGUAGE TEACHING IN NON-LINGUISTIC HIGHER EDUCATIONAL ESTABLISHMENTS." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 13 (2023): 212–17. http://dx.doi.org/10.33251/2522-1477-2023-13-212-217.
Повний текст джерелаАнотація:
The article outlines the main active and interactive methods used in the process of learning a foreign language in non-linguistic higher education institutions. It is considered the main approaches to the problems of formation of communication skills and abilities in a foreign language. The competencies that are successfully used in the process of implementing methods of the communicative system-activity approach to learning, problem-based learning methods, game technologies, and learning in an electronic information and educational environment are specified. Keywords: active method, systematic and practical active learning methods, interactive method, problem-based learning, electronic information and educational environment.
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Schenker, Theresa, Suzanne Young, and David Malinowski. "Navigating institutional teaching culture in implementing language ePortfolios." IALLT Journal of Language Learning Technologies 47, no. 1 (June 17, 2017): 116–36. http://dx.doi.org/10.17161/iallt.v47i1.8569.
Повний текст джерелаАнотація:
Our article presents the case of ePortfolio use for university-level language learners in foreign, second, and heritage (L2) language classes. It outlines the multi-year initiative of a language center in a private university in the Northeastern U.S. to introduce and support the use of ePortfolios in language classes across its campus. The article takes the form of a narrative in two parts, and in two voices. First, the authors outline the rationale, stages of planning, faculty training initiatives, and technical considerations from the vantage point of the language center’s ePortfolio initiative. The second narrative portrays how this ePortfolio initiative took shape in one semester of an Advanced German course. There, the instructor experimented with ePortfolios to showcase students’ language skills and intercultural achievements, while cultivating their digital literacy. We argue that the potential for students to take ownership over their ePortfolios as tools for deeper academic and personal development resides significantly with their instructor’s pedagogical assumptions and approaches. Further, we suggest that language learners’ sustained and deeper use of ePortfolios can be best supported not by a single classroom instructor acting alone, but through coordinated pedagogical, administrative, and technological support across the institution.
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Kalyanova, Ludmila Mikhailovna. "Active and Interactive Methods of Teaching a Foreign Language to Students of a Technical University." Journal of Advanced Research in Dynamical and Control Systems 12, SP4 (March 31, 2020): 833–39. http://dx.doi.org/10.5373/jardcs/v12sp4/20201553.
Повний текст джерела
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Jaliev, Turdibay. "POTENTIAL OF FOREIGN LANGUAGE LESSONS IN THE FORMATION OF SOCIALLY ACTIVE CIVIL COMPETENCE IN STUDENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 63–67. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-14.
Повний текст джерелаАнотація:
The article describes the work on the formation of socially active civic competence. The process of assimilation and understanding by students of the concept of citizenship depends on the degree of their involvement in cognitive and socially useful activities. Students who have a fairly complete understanding of civic competence often do not see the possibilities of applying this quality in life, where their intervention and assistance is most needed. To solve the set tasks, a technology for the formation of socially active civic competence is proposed.
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Sobkowiak, Paweł. "The impact of studying abroad on students’ intercultural competence: An interview study." Studies in Second Language Learning and Teaching 9, no. 4 (December 31, 2019): 681–710. http://dx.doi.org/10.14746/ssllt.2019.9.4.6.
Повний текст джерелаАнотація:
This paper presents qualitative research examining to what extent sojourns abroad engage their participants in intercultural interactions and whether or not such experience translates into students’ intercultural growth. The results of the study demonstrated that studying abroad did not provide students with ample opportunities to immerse into the local community and fully discover a new cultural environment. However, students surrounded by local and their fellow international students met foreign cultures, which motivated them to explore and interpret the encountered diversity, and thus equipped them with knowledge about foreign cultures, sensitizing them to cultural diversity. Sometimes such contacts challenged students’ preconceived judgments and stereotypes of specific cultural groups, their ways of thinking, valuing and acting, and resulted, to a lesser or greater extent, in rethinking these, leading to changing attitudes and values. International experiences also stimulated students to self-analyze their own cultural identity, and thereby contributed to their growth in self-awareness in this respect. By offering opportunities for experiencing cultural differences and prompting students to develop coping strategies and to make references to the home culture, the sojourn is thus of significant importance for tertiary students, allowing for fostering their intercultural development to a certain degree.
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Shachter, Jonathan. "Tracking foreign language teacher emotional reactions to student silence: An autoethnographic case study in Japan." Journal of Silence Studies in Education 2, no. 2 (June 30, 2023): 82–101. http://dx.doi.org/10.31763/jsse.v2i2.68.
Повний текст джерелаАнотація:
While much has been researched regarding English language learner (ELL) perspectives on silence and pedagogical implications, the longitudinal negative effects of ELL silence on foreign language (FL) teachers is an under researched area of study. When considering that (a) Japanese FL classrooms are known to have high levels of silence as compared to the West, (b) FL teachers generally have a negative bias towards student silence, and (c) the fact that FL teacher attrition rates worldwide are reported to be increasing; this is a surprising gap in the field. Using dynamic systems theory, Bronfenbrenner's (1979) ecological systems theory, Barnlund's (1970) transactional model of communication, and Spilt et al.'s (2011) student-behavior mental representation model as a framework to investigate FL teacher emotional reactions to silence, the researcher conducted an autoethnographic event-based sampling study over a university term in Japan (98 days). In accordance to event-based sampling methodology, the researcher documented "in-the-moment" or "near-the-moment" incidences when emotional reactions to silence occurred. The main findings of this study are as follows: (1) Japanese ELLs are uncomfortable receiving direct FL teacher assistance around their peers, (2) negative reactions to Japanese ELL silence are linked to the establishment or disruption of classroom patterns, and (3) stress pertaining to teacher-teacher silence emerged after teacher-student stress stabilized mid-term. Regarding the third theme, suppressive surface acting and the need for social support were found to contribute to FL teacher stress.
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Бурлакова, И. И., М. А. Головяшкина, Г. А. Хорохорина, and Е. В. Глухова. "THE USE OF AUDIOVISUAL MEANS OF TEACHING FOREIGN LANGUAGE SPEAKING TO STUDENTS OF NON-LINGUISTIC UNIVERSITIES." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 2(62) (June 17, 2024): 51–61. http://dx.doi.org/10.36622/2587-8085.2024.67.34.004.
Повний текст джерелаАнотація:
Постановка задачи. Согласно требованиям ФГОС ВО у обучающихся должна быть сформирована иноязычная коммуникативная компетенция, помогающая успешному вхождению студента в выбранную профессию, эффективной самореализации и социализации в обществе, развита культура межличностного общения на иностранном языке в соответствии правилами речевого этикета и требованиями к нормам устной и письменной речи. Результаты. Многолетний практический опыт работы в вузе позволили нам сделать вывод о трудности развития навыка иноязычного говорения у студентов, особенно неязыковых факультетов. Обучающимся сложно не только понимать звучащую речь, но и свободно формулировать собственные мысли. Выводы. Использование аудиовизуальных средств обучения для представления содержания и использование технологий проблемного обучения и технологии педагогических мастерских для освоения данного содержания позволяет не только реализовывать дидактический принцип наглядности обучения, но и создавать ситуации живого общения с потенциальными коллегами. Аудиовизуальные средства обучения иноязычному говорению дают стимул для построения собственных высказываний, выступая в роли опоры, обеспечивают информационную насыщенность зрительно-слуховых образов, помогают воссоздать отсутствующую профессиональную языковую среду. Problem statement. According to the requirements of the Federal State Educational Standard, students must have foreign language communicative competence, which helps the student to successfully get used to the chosen profession, effectively self-actualize and socialize in society, a culture of interpersonal communication in a foreign language is developed in accordance with the rules of speech etiquette and the requirements for the norms of oral and written speech. Results. Many years of practical experience at the university allowed us to conclude that it is difficult to develop a foreign language proficiency among students, especially non-linguistic faculties. It is difficult for students not only to understand the sounding speech, but also to formulate their own thoughts freely. Conclusion.The use of audiovisual learning tools to present content and the use of problem-based learning technologies and pedagogical workshops to master this content allows not only to implement the didactic principle of visual learning, but also to create situations of live communication with potential colleagues. Audiovisual means of teaching spoken language in a foreign language provide an incentive to build their own statements, acting as a support, provide information saturation of visual and auditory images, help to recreate the missing professional language environment.
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Taha, Ayman Riheel Alnaas. "Awareness of Politeness Maxim in An Efl Context: A Case in Libya." International Journal of Education & Well-Being (IJEW) 1, no. 1 (August 10, 2023): 48–54. http://dx.doi.org/10.62416/ijwb-17.
Повний текст джерелаАнотація:
Since the beginning of our societies, politeness has been the target of criticism. This criticism begins as early as childhood, and as a direct result, the politeness maxim has developed into an interesting topic of conversation. When we are acting or speaking, we must treat everyone politely. This obligation exists regardless of the context. We can maintain a polite manner in our vocal expressions even though our intentions are not particularly good for the people we speak with. For example, we must respect other people's perspectives, even if we vehemently disagree with them. Within the context of this piece, Leech's aphorisms act as the cornerstone upon which an investigation of civility is built. He recommended six distinct groups of etiquette maxims and provided examples for each. The primary focus of this research is on the extent to which university students in Libya studying English as a foreign language are aware of the need to maintain good manners. According to the abstract, the study's goal is to explore the level of knowledge held by Arab-Libyan and Amazigh-Libyan EFL students about the speech act of politeness maxim. This investigation will be carried out to determine the amount of knowledge possessed by these students. In the classroom of English for Speakers of Other Languages (ESOL), which serves as a learning environment? Because utterances must sound universal and acceptable to contemporary culture, the research recommends investigating the approval and agreement maxim in the English as a Foreign Language (EFL) context. This is because these maxims make ethical sense in education.
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Shubina, Anna Olegovna. "The study of collocations with game component in the Russian and English-American discourse." Litera, no. 3 (March 2021): 29–44. http://dx.doi.org/10.25136/2409-8698.2021.3.35143.
Повний текст джерелаАнотація:
The subject of this research is the polysemous noun “game” in the Russian language and the nouns “play”, “game”, “acting”,” performance” in the English language that correspond to different spheres of activity, denoted by the word “game”. The goal of this article consists in determination of most frequent universal collocations with game component in the Russian discourse and their translation equivalents with play, game, acting, and performance component in the English-American discourse. The collocations with game component formed by the scheme adjective + noun and noun + noun, acquired from the dictionaries, as well as Russian and English-American text corpora, served as the material for this research. The article employs the following methods: definitional analysis, contrastive analysis, and etymological analysis. The application of contrastive analysis allowed determining the linear and vector correspondences between the schemes of the indicated lexemes play, game, acting, and performance, as well as revealing the ethno-cultural lacunae. Examination of collocations with game component was conducted on the basis of the Russian National Corpus, Corpus of Historically American English, and Corpus of Contemporary American English; various dictionaries in the timespan (1810-1900) and (2000-2018). It was established that majority of the ten most frequent collocations according to the aforementioned schemes from the Russian National Corpus are present in the Corpus of Historically American English and Corpus of Contemporary American English in the same contexts, but different frequency. The article provides the examples of ethnocultural collocations with game components in the Russian and English-American discourse. It is demonstrated that collocation with the parametric adjectival “big game” has both universal and ethno-cultural characteristics in the English-American language. The relevance of the work is substantiated by recent interest in the development of collocation competence in learning a foreign language.