Статті в журналах: "Foreign language context"

1

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

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2

Nikolaeva, Tatyana Nikolaevna. "Ethnocultural Component of Content of Education in Intercultural Context." Ethnic Culture 3, no. 3 (September 25, 2021): 37–39. http://dx.doi.org/10.31483/r-99017.

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Анотація:

The work is devoted to the problem of co-learning of languages and cultures in a multiethnic region. Introduction. Addressing the problem of ethnocultural education in the context of the ongoing changes in the life of society is due to reasons that require timely response and adjustments to the process of education and upbringing, especially among young people. The purpose of the study is to generalize the theoretical and practical approaches to teaching a foreign (German) language, taking into account local ethnographic material. Methods. The work represents the author's reflections on the problems of ethnocultural education. Research results. To solve the problem of filling the content of ethno-oriented education based on knowledge of the elements of everyday culture, traditional culture, linguistic picture of the world, it is necessary to include in the process of teaching a foreign language topics, issues related to the sphere of everyday life of northerners, their living conditions, family relations, rules of behavior, traditions, rituals. Conclusions. Currently, educational institutions are changing the approach to teaching foreign languages towards the development of communicative and intercultural competence of students, which involves the co-learning of languages and cultures of both the country of the target language and the native land. This can be facilitated by a balanced selection of the content of the «Foreign language» subject at the expense of the ethnocultural component as a reserve that forms intercultural competence for socialization in the world space.

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3

Bley-Vroman, Robert. "THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS." Studies in Second Language Acquisition 31, no. 2 (June 2009): 175–98. http://dx.doi.org/10.1017/s0272263109090275.

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Foreign language learning contrasts with native language development in two key respects: It is unreliable and it is nonconvergent. At the same time, it is clear that foreign languages are languages. The fundamental difference hypothesis (FDH) was introduced as a way to account for the general characteristics of foreign language learning. The FDH was originally formulated in the context of the theory of rich Universal Grammar, and this theory has guided much foreign language acquisition research over the past two decades. However, advances in the understanding of language have undermined much of the supporting framework.The FDH—indeed all of SLA research—must be rethought in light of these advances. It is proposed here that (a) foreign language grammars make central use of patches, which are also seen as peripheral phenomena in native languages; (b) non-domain-specific processes are used in foreign language acquisition, but that these are also employed—although more effectively because they are integrated into the language system—by native language development; and (c) foreign language online processing relies heavily on the use of shallow parses, but these are also available in native language processing, although less crucially.

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Muñoz Restrepo, Ana, Isabel Valderrama Carvajal, Alejandra Lopez Muñoz, and Ricardo Avendaño Franco. "Measuring Language Gains in a Foreign Language Context." Colombian Applied Linguistics Journal 22, no. 1 (October 31, 2020): 69–86. http://dx.doi.org/10.14483/22487085.14171.

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Learning gain can be defined as the difference between students’ language competences demonstrated at two different points in time. In this article, we reported on a small-scale study aimed at measuring learning gains and piloting the methods chosen. Fourteen students of English as a foreign language participated in the study. We employed a student self-report survey, an oral performance assessment task and a standardised test for data gathering, and we applied them at three different moments during the eight-month study. Our data analysis includes the comparison of percentages rendered by test scores, the estimation of means for oral task scores and grouping and coding for qualitative data in the survey. Results show the gradual pattern of language improvement and the suitability of methods. These results can help stakeholders or policymakers in selecting relevant evidence to improve accountability in decision-making. We have provided conclusions and recommendations below for a larger scale study.

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5

Frances, Candice, Angela De Bruin, and Jon Andoni Duñabeitia. "THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING." Studies in Second Language Acquisition 42, no. 4 (January 9, 2020): 891–903. http://dx.doi.org/10.1017/s027226311900072x.

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AbstractPrior research has found reduced emotionality with foreign language use, especially with single words, but what happens if emotionality is conveyed throughout a longer text? Does emotionality affect how well we remember and associate information, that is, content learning? We played participants descriptions of two invented countries and tested how well they remembered facts about these countries. Each participant listened to one positive and one neutral description, which was read either in their native language (Spanish) or in their foreign language (English). Participants remembered facts they heard in positive semantic contexts better than those learned in neutral semantic contexts and did better in their native than their foreign language. Importantly, there was no interaction between language and emotionality, suggesting that the previously reported decrease in emotionality in a foreign language might not extend to all areas of foreign language use.

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Riyanti, Dwi. "THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (April 21, 2019): 29. http://dx.doi.org/10.26418/jeltim.v1i1.27788.

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Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.

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7

Ivaz, Lela, Kim L. Griffin, and Jon Andoni Duñabeitia. "Self-bias and the emotionality of foreign languages." Quarterly Journal of Experimental Psychology 72, no. 1 (June 13, 2018): 76–89. http://dx.doi.org/10.1177/1747021818781017.

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Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.

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8

Wojtowicz, Beata. "Cultural Norms of Greetings in the African Context." Roczniki Humanistyczne 69, no. 6 (June 29, 2021): 171–87. http://dx.doi.org/10.18290/rh21696-10.

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Knowledge of a foreign language facilitates communication. In order to be fluent in a foreign language, it is not enough to learn its words and grammatical rules, but one has to also be aware that there are additional, culture-bound norms that govern communication practices among various language groups. Even if one is not fluent in a foreign language, it is possible to make communication successful by applying appropriate non-verbal behaviour. In this article, I present communicative culture-related greeting rules among different African communities. I focus on the main factors that govern acts of greeting in different African languages.

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9

WALZ, JOEL. "Context and Contextualized Language Practice in Foreign Language Teaching." Modern Language Journal 73, no. 2 (June 1989): 160–68. http://dx.doi.org/10.1111/j.1540-4781.1989.tb02538.x.

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10

Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych, and Valentyna Zvozdetska. "Foreign language education as a scientific category in the context of future teachers‟ training." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.

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The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.

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11

TELLES, João A. "Learning foreign languages in teletandem: Resources and strategies." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, no. 3 (December 2015): 603–32. http://dx.doi.org/10.1590/0102-4450226475643730772.

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ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype) to help each other learn their native language (or language of proficiency). This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.

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12

Voyakina, E. Yu. "ADVERTISING DISCOURSE IN THE CONTEXT OF FOREIGN LANGUAGE TEACHING." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 3(81) (2021): 103–11. http://dx.doi.org/10.17277/voprosy.2021.03.pp.103-111.

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The article discusses the need to involve authentic advertising texts in the process of foreign language teaching. The main characteristics of an advertising text are described. A model of step-by-step work with advertising texts in the process of foreign language teaching is proposed. The ways of developing students’ language skills, as well as their communicative and sociocultural competences using advertising texts in the learning process are considered. It is shown how advertising texts create students’ socio-cultural background and increase their motivation to learn foreign languages. Types of tasks which include advertising texts aimedat developing the communicative skills and socio-cultural competence of students are presented.

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13

Popławska, Anna, and Roman Wisz. "Polish as a Foreign Language: New Context, Regulations and Prospects." Social Communication 2, no. 2 (October 1, 2015): 30–35. http://dx.doi.org/10.1515/sc-2015-0008.

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Abstract The article provides an overview of the developments in Poland after the collapse of communism in 1989 from the point of view of foreign language teaching, including a swift reorientation and transition from a public school system with Russian as the main foreign language, to a diversified language teaching market focused on teaching English and other languages. A particular stress is placed on a relatively new phenomenon, being an increased demand and new opportunities for teaching Polish as a foreign language to be further promoted as a result of anticipated amendments to legal regulations governing the status and certification of the Polish language.

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14

Railianova, V. E. "Methods of foreign language teaching: psychological context." Наукові записки Національного університету "Острозька академія". Серія "Психологія", вип. 11 (2020): 136–40.

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15

Makarchuk, Donald. "Interleaving in a Foreign Language Learning Context." Korean Journal of Applied Linguistics 31, no. 4 (December 31, 2015): 129. http://dx.doi.org/10.17154/kjal.2015.12.31.4.129.

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16

ZAVALEVSKA, Оlena, Valentyna VERETENNYKOVA, and Olena RADIUS. "Linguoculturological context in teaching foreign language speaking." Humanities science current issues 2, no. 44 (2021): 119–26. http://dx.doi.org/10.24919/2308-4863/44-2-19.

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17

Blanco, Cynthia P., Hoyoung Yi, Elisa Ferracane, and Rajka Smiljanic. "Language proficiency, context influence foreign-accent adaptation." Journal of the Acoustical Society of America 136, no. 4 (October 2014): 2109. http://dx.doi.org/10.1121/1.4899595.

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18

Zhuravleva, Yevgeniya A., and Atirkul E. Agmanova. "Russian Language in Kazakhstan: Specific Learning and Functioning in the Context of Interlingual Interaction." Polylinguality and Transcultural Practices 18, no. 1 (December 15, 2021): 20–28. http://dx.doi.org/10.22363/2618-897x-2021-18-1-20-28.

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The diversity and specificity of cultures and languages of ethnic groups, living on the territory of Kazakhstan, create a special socio-cultural context of the Eurasian space, demonstrating the model of modern interethnic linguistic and socio-cultural interaction. Uniqueness of social and communicative space of the country, characterized by the dominance of the state Kazakh and Russian languages - languages of two large ethnic groups - against a background of great linguistic diversity, determines the significance of the study of their interaction and mutual influence in the context of a multicultural society. This paper analyzes the issues of language interaction in polyethnic state, forms and methods of foreign language influence on Russian language. The issues of learning and functioning of the Russian language are considered as a native and as a second languauge. Active processes due to features of the interaction of the Kazakh and Russian languages are analyzed as 1) speech activity of ethnic Russians; 2) Russian speech of other ethnic groups; 3) learning and using Russian language by repatriates-Kazakhs and foreign citizens.

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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.

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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.

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Makhkamova, Gulnara, and Akram Amirkulov. "Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context." International Journal of Education 12, no. 1 (February 14, 2020): 1. http://dx.doi.org/10.5296/ije.v12i1.16463.

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Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.

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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.

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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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Serman, L. I. "PROBLEM OF PROFESSIONAL IMAGE OF THE FOREIGN LANGUAGE TEACHER IN THE CONTEXT OF GLOBALIZATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 390–97. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-390-397.

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More than any other profession, the teaching of foreign languages requires professionals with a special set of qualities. The article deals with the problem of the professional image of a foreign language teacher in the context of globalization processes in the field of higher education. The conditions in which didactics of languages and cultures fit into modern phenomena of globalization and valorization of universality are characterized. The situation with the teaching of foreign languages in universities of both Ukraine and the world is studied. The role and professional image of a foreign language teacher are analyzed. For this purpose, research was carried out by questioning the students. The results of the survey became the object of statistical analysis (quantitative method) and analysis of open responses and arguments (qualitative method). An attempt to find out methodological tactics for improving the foreign languages teaching in a globalizing environment is made. In the conditions of globalization of all spheres of public life, modern realities of the system of higher education change faster than ever before. The problem of teaching foreign languages as well as the role and image of a foreign language teacher is not the most acute. The ever-changing context of globalization and valorisation of universality dictates new demands and challenges. Mobility of students in the world, easy access to authentic sources and communication with native speakers through the Internet, the availability of various programs for the independent study of foreign languages helps students to cease to perceive the teacher as the only guarantor of the rules and source of knowledge. This makes foreign language teachers look for new methods and approaches to motivate students on the one hand and, on the other hand, not to lose their positions in the field of teaching foreign languages and in the labor market. Today teachers of foreign languages should be not only experts in technologies, but first of all - experts in mental habits.

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Kim, Sung-Yeon. "Is Foreign Language Classroom Anxiety Context Free or Context Dependent?" Foreign Language Annals 43, no. 2 (June 2010): 187–89. http://dx.doi.org/10.1111/j.1944-9720.2010.01073.x.

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Dmitrenko, T. A. "Modern Technologies of Teaching Foreign Languages in the Context of Digitalization of Foreign Language Education." Professional Discourse & Communication 4, no. 4 (December 27, 2022): 33–41. http://dx.doi.org/10.24833/2687-0126-2022-4-4-33-41.

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The article analyzes the problem associated with improving the quality of professional training of foreign language teachers. The quality and level of foreign language training in higher education are determined by the teaching staff, who are the bearers of the ideology of education renewal conditions. In the context of the digitalization of education, improving the quality of foreign language training involves the widespread use of digital learning technologies. The digitalization of education has brought the foreign language training of students to a new level of quality, which makes it possible to raise the culture of teaching foreign languages, ensure the social adaptation of the student, and create an appropriate digital educational and developmental environment for the personal development of the student. The article examines significant innovative trends in the system of higher education, which make it possible to train a competitive specialist, who becomes the main indicator of the quality of university education. Specialists trained with the help of new-generation technologies demonstrate the advantages of a new system of foreign language training using digital learning technologies with their fluency in a foreign language. The introduction of digital technologies in the process of teaching a foreign language substantially expands the possibilities of education, significantly enriching the educational process.

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Konyakhina, Liudmila, and Lora Yakovleva. "The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education." Nizhny Novgorod Linguistics University Bulletin, no. 53 (March 31, 2021): 123–36. http://dx.doi.org/10.47388/2072-3490/lunn2021-53-1-123-136.

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The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

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Budiarti, Yuniah. "Language Learning Strategies, Gender, and Motivation in Foreign Language Context." Journal of English as A Foreign Language Teaching and Research 2, no. 1 (March 31, 2022): 19–33. http://dx.doi.org/10.31098/jefltr.v2i1.780.

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How the students deal with their learning strategies has been investigated in the last few decades. The main points in this article focused on the profile of learning strategies used by the students of SMA N 16 Samarinda in the academic year 2020/ 2021 from the tenth to twelfth grade in learning English as a foreign language, gender, and motivation types. This study is quantitative research. The data was taken from two main questionnaires: SILL and motivation questionnaire. In analyzing the data, SPSS version 26 was used in this study. The number of participants was 99 students that consisting of 41 males and 58 females. The finding in this study found that the participants mostly used metacognitive strategies in their language learning and cognitive strategies were the least used. There was no significant difference between LLS usage with gender. Students’ intrinsic and intrinsic motivation play a significant role in their interest in learning English as a foreign language.

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Ranjan, Ranjeeva, and Andrew Philominraj. "Language Learning Strategies, Motivation and Gender in Foreign Language Context." Universal Journal of Educational Research 8, no. 2 (February 2020): 591–604. http://dx.doi.org/10.13189/ujer.2020.080231.

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Branko Medic, D.Sc., Xiaohui Sun, D. Ph ,. "AUDIOVISUAL CONTENT IN FOREIGN LANGUAGE TEACHING." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 2 (March 22, 2021): 155–61. http://dx.doi.org/10.17762/itii.v9i2.320.

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Following the recent dominance of videos as the most preferred content type among young learners, this research paper sets out the aim to investigate how audiovisual content can be used in foreign language teaching. The focus is on subtitling and captioning as two strategies often criticised by practitioners, yet widely adopted in the foreign language classroom. Empirical data is deployed to discuss both advantages and disadvantages of videos in the educational context. Findings are relevant for foreign language professionals who are willing to gain critical awareness on the latest Web 2.0 developments and to mindfully implement videos in class.

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Kovrigina, A. I., and I. N. Goryacheva. "Content and language integrated learning in bachelor programs in linguistics: Prospects and potentials." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 6 (February 25, 2023): 113–21. http://dx.doi.org/10.26794/2226-7867-2022-12-6-113-121.

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Communicative and active learning is recognized as a dominant didactic model in foreign languages teaching and learning paradigm, wherein Content and Language Integrated Learning (CLIL) seems to be very promising. The key principle of CLIL is its dual focus: learning a subject through a language and learning a language through a subject. The focus of a CLIL lesson is on the subject content, which students need not only to understand and learn, but to interiorize in a foreign language. Being placed in a specific cultural context, the content gains certain linguistic and cultural features which are country specific for each professional sphere. The article also addresses how the students develop Cognitive Academic Language Proficiency (CALP). The students not only master the subject but also improve foreign language skills by mastering lexico-grammatical patterns and discourse formulas focused on a specific subject area. Using several foreign languages (plurilingual approach) would allow the students to master the subject even more effectively.

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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-23-31.

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The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

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Najeh Bel’Kiry, Leila. "The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety." Psycholinguistics in a Modern World 16 (December 17, 2021): 23–31. http://dx.doi.org/10.31470/2706-7904-2021-16-23-31.

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Анотація:

The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

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Apriyani, Ria Nur. "Investigating Teachers’ Beliefs about Language Awareness in EFL Context in Indonesia." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 6, no. 1 (June 24, 2022): 11. http://dx.doi.org/10.17977/um006v6i12022p11-23.

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This research provides an in-depth investigation into the views of teachers beliefs’ a language knowledge approach to foreign language education in secondary school. The goal of the study is to deepen our understanding of the differences in the views of teachers on language awareness and to encourage debate on the inclusion of language awareness in foreign language curricula. Two EFL teachers have been interviewed about their language awareness values. Review of the interviews found that teachers do not have a common understanding of the notion of language awareness. The findings suggest a range of issues that need to be tackled when integrating language knowledge into the education of foreign languages. These problems could serve as a starting point for a conversation with teachers and between them. In addition, teachers should be motivated to figure out how language knowledge works best within the new EFL curriculum.

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Shkarlet, Valeriia. "Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 168–75. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-168-175.

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The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

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Al Roomy, Muhammad A. "Chinese Language Teaching in a Saudi Context: A brief review." 2018 International Conference on Multidisciplinary Research 2022 (December 30, 2022): 130–38. http://dx.doi.org/10.26803/myres.2022.10.

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While English remains the predominant language with prestigious status, which is highly valued throughout the world, other languages are also of paramount importance. For example, interest in teaching the Chinese language as a foreign or second language has increased both inside and outside China for historical, political, and economic reasons. Chinese has become an international and global language and millions of foreign students learn it to compete in the business market. Chinese language enjoys special attention from Saudi decision-makers. Recently, some selected schools introduced Chinese to Saud students for the first time in 2019. When teaching any foreign language, many problems occur in the teaching and learning process. Some of these problems are caused by psychological, cognitive factors, or individual variables. Others are related to teaching practices and curriculum designs. As teaching Chinese as a foreign language is relatively new in Saudi Arabia, there is a lack of official documents dealing with this issue and few studies have addressed this as a research topic. This brought us neatly to the necessity of producing more researches in this respect. Therefore, the aim of this paper is to lessen the gap and provide an overview of introducing Chinese language to Saudi students as a foreign language (CFL). It seeks to present some notes and indications of the inclusion of teaching Chinese in the Saudi educational system. It will discuss the possible problems to be encountered in light of the current situation and literature review, and finally, some recommendations and implications for further research are given.

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Yari, Fariba, and Akram Hashemi. "Does Acculturation happen in EFL Context?" JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (September 24, 2015): 916–26. http://dx.doi.org/10.24297/jal.v6i2.5172.

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In order to understand the second language culture, understanding the nature of acculturation is necessary. Teaching culture should be integrated into the foreign language textbooks and classroom practices. It is necessary for language teachers to integrate cultural materials and values into their teaching and to make them familiar with the culture of the language they are teaching.The aim of this investigation is to magnify the evidence of English Acculturation in Foreign Language Learning Settings (EAFLLS).And to emphasize the significant role of English text books do and have to play in English as a Foreign Language situations.

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Malimon, Lesia, Alla Pavliuk, Nataliia Yefremova, Valentina Boichuk, Antonina Semeniuk, Oksana Khnykina, Svitlana Sheludchenko, et al. "Emotional Intelligence in the Context of Linguodidactics and Linguocultural Studies." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (December 21, 2022): 514–28. http://dx.doi.org/10.18662/brain/13.4/402.

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In the article, for the first time in Eastern European linguodidactics, an original method of using students' emotional intelligence data and their personal linguoculture for a new structuring of didactic material in the study of foreign languages (on the example of Ukrainian as a foreign language) is offered. The authors aimed to make theoretical generalizations and conclusions about the main subject of the research, to determine the types of emotional-intellectual relation of students to a foreign language in the classes of the higher educational institutions and to model the general methodological scheme on the basis of sociological and functional-semantic data. The used methods can be clearly divided into theoretical, sociological and modeling, which made it possible to demonstrate a new approach to the thematic presentation of didactic material on the example of the concept HAPPY and determine the degree of flexibility of students' emotional intelligence in foreign language classes. First of all, the international significance of the article lies in the first attempt of the synthesis of the theory of emotional intelligence and linguoculturology (theory of concepts) in the optimization of the foreign language didactics; secondly, the authors, with the help of associative experiment and functional-field thematic structuring, offered a new model of presenting the lexical material of foreign language teaching for the first time.

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TIKHONOVA, Evgeniya Vladimirovna, Danil Nikolaevich BELOV, and Mikhail Aleksandrovich SHEVCHENKO. "TEACHING FOREIGN LANGUAGE PROFESSIONAL DISCOURSE TO NON-LANGUAGE FACULTIES' ACADEMIC STAFF." Tambov University Review. Series: Humanities, no. 174 (2018): 56–63. http://dx.doi.org/10.20310/1810-0201-2018-23-174-56-63.

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The process of teaching university lecturers foreign language professional discourse is shown, the aim and objectives of education are defined, and the importance of choosing proper educational content is specified. The significance of professional knowledge as to its capability to form lecturer's professional language competence in accordance with the modern state of scientific knowledge is proven. The necessity of taking into account specifics of lecturer's professional activities and including professional knowledge in the educational content is proven, and its components are defined. The principles which form the model of teaching university lecturers in the context of profession-oriented educational process, and the competency-based, cognitive, and student-centered approaches, are examined in detail. The components of educational content in teaching foreign languages are stated, representing the basis of foreign language education, centering on professional activity. Currently many Russian universities in an attempt to internationalize face the problem of high-quality education and right selection of academic staff, who can speak English at the required level. This situation is determined by the necessity of linguistic support of the education process (lectures in foreign languages, training international students) and research work (searching and studying sources in foreign languages, cooperation with foreign researchers etc.). Non-languages faculties of Russian universities are experiencing the lack of specialists, who have the required level of English (developing and presenting lecture courses, work programs, evaluation methods, laboratory works). So the whole range of the problems forms the relevance of the study. As the primary research method experienced teachers training is used.

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Nishar, Uyun. "Foreign Language Anxiety In English-Mediated Learning Context." Language Teaching Research Quarterly, no. 6 (March 21, 2018): 85–96. http://dx.doi.org/10.32038/ltrq.2018.05.06.

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39

Tovar Viera, Rodrigo, and Jhonny Tapia Calama. "Learning factors in a foreign-language classroom context." Revista Boletín Redipe 8, no. 7 (July 1, 2019): 113–27. http://dx.doi.org/10.36260/rbr.v8i7.783.

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La motivación es uno de los factores de aprendizaje que influye considerablemente no solo en las actitudes de los estudiantes hacia el lenguaje, sino también determina el grado de ansiedad del estudiante. El presente estudio examina los factores que inciden en el aprendizaje de inglés como lengua extranjera (LE). El cuestionario basado en el modelo de Gardner (1985), AMTB fue el instrumento que identificó: actitudes (idioma inglés y situación de aprendizaje), motivación (intrínseca y extrínseca) y ansiedad. 295 estudiantes de LE del Centro de Idiomas de la Universidad Técnica de Cotopaxi, Ecuador, fueron encuestados, 160 mujeres y 135 hombres. El análisis de datos realizados con el software SPSS revela que la mayoría de los estudiantes, independientemente de su género, tienen una actitud positiva hacia el idioma inglés y su aprendizaje. Por lo que la motivación intrínseca reporto un incremento significativo. Asimismo, un gran número de los estudiantes de LE manifestaron sentir ansiedad por el lenguaje, sin embargo; las mujeres indicaron tener más confianza.

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Katermina, Veronika. "E-LEARNING IN THE FOREIGN LANGUAGE TEACHING CONTEXT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 473. http://dx.doi.org/10.17770/sie2019vol3.3721.

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The obvious trend is the increased use of electronic communication in our daily lives supported through increased access to the Internet via a combination of mobile devices and communication infrastructures, and providing access to a growing library of information in electronic formats. E-learning can be perceived as perpetual, sustained over a lifetime and enacted in multiple, daily occurrences as we search for information to satisfy our learning needs and contribute content that promotes understanding. E-learning can be also regarded as an engaged act created through both technical and social decisions. As it is known within the framework of modern educational programs designed for the training of bachelor students studying foreign language, most of the hours are devoted to self-controlled work. The effectiveness of the work itself, as well as its control, largely depends on the diligence and conscientiousness of the student and the time spent by the teacher to check the tasks. Obviously, spending audit hours on checking is irrational and inefficient. Therefore, the question arises about the creation and usage of interactive courses using iSpring software products that improve the effectiveness of independent work of students and optimize the work of the teacher.

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Tyalleva, I. O. "TEACHER'S NON-LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGES IN THE CONTEXT OF THE EUROPEAN INTEGRATION PROCESS UKRAINE." Educational Dimension 23 (December 15, 2008): 158–65. http://dx.doi.org/10.31812/educdim.6852.

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In the paper foreign language communicative competence of the teachers of foreign languages is discussed as a factor of success of Ukrainian integration into European educational sphere. The conditions of improvement of foreign language communicative competence developing process is presented in the system of in-service education.

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Wijaya, Kristian Florensio, Mety Mety, and Barli Bram. "English Education Master’s Program Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context." JET (Journal of English Teaching) 6, no. 1 (February 20, 2020): 1–11. http://dx.doi.org/10.33541/jet.v6i1.1336.

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This paper investigated some factors influencing the use of code-switching in foreign/second language learning processes. Code-switching is related to the shift between the first and second languages done by the speakers in conversational contexts. Based on the theories of code-switching, second language learners frequently apply their first language when communicating with others in order to deliver the messages clearly, maintain group solidarity, and avoid unintended misunderstandings. Data were collected through a classroom survey and interviews with 12 English Education Master’s Program students of Sanata Dharma University, Yogyakarta. Qualitative content analysis was applied to obtain clearer interpretations. The results showed the lecturers and students utilized code-switching more sensibly in the second language classroom context. Further, code-switching will be better to be implemented in informal social interactions rather than foreign/second language classroom settings since it will hamper EFL learners’ success in attaining more fruitful target language competencies.

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Yaman, İsmail. "Digital Divide within the Context of Language and Foreign Language Teaching." Procedia - Social and Behavioral Sciences 176 (February 2015): 766–71. http://dx.doi.org/10.1016/j.sbspro.2015.01.538.

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Goncharova, Inna. "Content of Professionally Oriented Teaching Foreign Languages to Students of Non-Linguistic Specialities at a Higher Educational Establishment in Conditions of Globalization." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 105–14. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-105-114.

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Анотація:

The article deals with the analysis of the content of professionally oriented teaching of foreign languages to students of non-linguistic specialities at higher educational establishments. It has been proved the content of teaching a foreign language includes the following: the spheres of communicative activity, topics and situations, linguistic acts and language material which take into account the professional development of students; language material (phonetic, lexical, grammatical and orphographic), the rules of its formation and habits of its operating; a complex of special (speech) skills which characterize the level of practical acquisition of a foreign language as a means of communication including inter-cultural situations; the system of knowledge of the national and cultural peculiarities of foreign countries. A foreign language in this context serves a means of improvement of the professional competence and individual and professional development of students and it is a necessary condition of their successful professional activity. The main aim of professionally oriented teaching of foreign languages in conditions of globalization is to ensure an active acquisition of a foreign language by students of non-linguistic specialities as a means of formation and formulation of thoughts in the sphere of an everyday communication and in the sphere of a corresponding speciality.

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Pavlova, N. Y. "Professional orientation in the study of a foreign language at the university." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 81, no. 4 (2022): 142–44. http://dx.doi.org/10.18411/trnio-01-2022-164.

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The article is devoted to the issue of teaching a foreign language at university in the context of professionally oriented approach. Professional orientation of the foreign language content allows us to turn mastering a foreign language into a creative, personally meaningful process that stimulates cognitive activity of students. Taking into account the context of professional activities contributes to the effectiveness of the learning process.

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Isaienko, Svitlana, Svitlana Hurinchuk, and Oleh Nozhovnik. "CONTENT SELECTION AS A MEANS TO ENHANCE THE ESP’S SUCCESSFUL MASTERING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 216–20. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-216-220.

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The article analyzes and summarizes the existing scientific and theoretical developments on the allocation and selection of the content of the academic discipline “English for Specific Purposes” in the context of intercultural communication. Nowadays the problem of organizing the learning process in the national higher school is being solved in such a way that a foreign language to be studied as a phenomenon of the national culture of the people, as a vision of the world by these people and their perception of humanistic values. The authors convincingly prove that knowledge of a foreign language is an influential factor in the spirituality of the student’s personality, consciousness, thinking, views and beliefs, and the educational value of a foreign language is not only learning the language system or using a foreign language as a means of obtaining advanced information. The analysis and generalization of the existing scientific and theoretical heritage and experience give reason to recognize the following main ways of realizing the educational potential of a foreign language in the context of improving the quality of professional training of a future engineer as: a combination of the principles on which intensive methods of teaching foreign languages are built, with the principles of conscious mastering of a foreign language and a systematic approach to the organization of the educational process; an organic combination of classroom and independent work of students, ensuring the use of existing language skills and speech skills, and a system of effective control over the process of mastering the content of foreign language academic disciplines by students. The generalization of their own practical experience gives the authors of the article grounds to highlight the didactic conditions for successful mastering of the content of the academic discipline “ESP”, which are effective in developing the ability for full-fledged intercultural communication among students of higher educational institutions.

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BARTOSH, Dana, Elena STOYANOVA, Natalya GALSKOVA, and Stefk PETKOVA-KALEVA. "TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF COGNITIVE AND CONCEPTUAL PRIORITIES OF MODERN EDUCATION." Ezikov Svyat (Orbis Linguarum) 18, no. 1 (March 27, 2020): 186–96. http://dx.doi.org/10.37708/ezs.swu.v18i1.22.

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The purpose of this paper is to consider the problems of teaching foreign languages as one of the priorities of the modern educational process at different levels. The paper focuses on the priority of the humanitarian paradigm and the impact of the linguocultural situation and the linguistic and cultural environment on the formation of the educational environment and personal development in modern conditions, the similarity of key skills and trends in the development of the educational system in Bulgaria and Russia is established. The cognitive-communicative approach to teaching foreign languages, based on the development and activation of cognitive mechanisms of students and the modernization of the educational environment using cognitive techniques and technologies, determines the effectiveness and quality of teaching foreign languages. Foreign language competence is a necessary and integral part of the communicative competence of an educated person in the modern world. Special attention in thе paper is paid to the specifics of teaching a foreign language (as opposed to the native /or the second native one) outside the sphere of communication.The further development of foreign languageteaching methods of various types of monasticism, in our opinion, will provide not only mastery of the language, but also its successful assimilation.

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Husakova, Oksana. "Pedagogical Facilitation in the Context of Professional Training of Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 88–96. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-88-96.

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The article considers the phenomenon of pedagogical facilitation in the context of professional training of future foreign language teachers. Analysis of research has shown that the term “pedagogical facilitation” comes from the English word facilitate and means “easy, convenient”. Based on this, a facilitator is considered to be a person who helps to make the process of communication with other people simpler and easier. Despite the existing research on the terms “facilitation” and “pedagogical facilitation”, these terms need additional research in the context of professional training of future foreign language teachers due to the fact that in today's world learning foreign languages is one of the most important places in education. It was determined that a communicative approach that is leading in the study and teaching of a foreign language and requires the future professional to have facilitation skills. It was determined that effective facilitative pedagogical interaction involves the presence of the following stages in the work of teachers, including foreign language teachers: approval; adoption; trust. The article analyzes the experience of domestic and foreign scientists who defined the concepts of “social facilitation”, “psychological facilitation”, “pedagogical facilitation”.

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Юлія Данилова, Наталія Лєбошин, and Ольга Савченко. "SYSTEMATIC APPROACH IN LEARNING ENGLISH TO DEVELOP LANGUAGE COMPETENCIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 45–55. http://dx.doi.org/10.31499/2307-4906.3.2020.219089.

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The subject matter of this article is a systematic approach as a methodological basis for teaching a foreign language. The object is the conceptual framework, means and ways of developing language skills and communicative competencies in the context of the academic subject “Foreign language”. To study the literature on the target issues and to sum up the obtained data, such general theoretical methods as the analysis and synthesis method, comparative historical analysis and cause-and-effect analysis were used. The goal of this study is to systematize the general principles of the systematic approach to learning a foreign language and, in the context of the systematic approach, focus on lexical and grammatical components of the language as a system so that university students can master them in a logical and consequential way. In the course of the study, the following tasks were solved: certain principles and ways of teaching a foreign language were considered, the importance to focus on developing lexical and grammatical component of speech competence while learning a foreign language was substantiated, the means aimed at mastering lexical and grammatical material in the context of the systematic approach were systematized so that communication skills be developed while learning English. Conclusions. The systematic approach in learning foreign languages is the main, holistic and most effective way of teaching since it makes it possible to identify all the parameters and relationships of the language components. In the context of the systematic approach, a language system is considered as a set of interconnected linguistic components, therefore, individual structures and elements cannot be viewed and interpreted fragmentarily, it is necessary to take into account the properties of the entire language system. The systematic approach to learning foreign languages is a more advanced technique of teaching since the methodology of teaching the language components in the context of the systematic approach provides the most optimal development of speech skills, abilities and communication competencies.

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Frances, Candice, Angela de Bruin, and Jon Andoni Duñabeitia. "THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING – ADDENDUM." Studies in Second Language Acquisition 42, no. 5 (November 6, 2020): 1169. http://dx.doi.org/10.1017/s027226312000056x.

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