Implementation of some affective objectives in different foreign language teaching situations as rated by student teachers.

1975 ◽  
Author(s):  
Anna-Liisa Leino
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Situations

scholarly journals Implementation of plurilingual approach into the foreign language teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Zuzana Straková
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
School Context ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Target Language ◽  
The European Union

Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.

scholarly journals Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

2020 ◽  
Vol 15 (3) ◽  
pp. 76-88
Author(s):  
Thierry Karsenti ◽  
◽  
Olga Kozarenko ◽  
Victoria Skakunova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Online Survey ◽  
Professional Competence ◽  
Language Teaching ◽  
Digital Technologies ◽  
Foreign Language Teaching ◽  
Digital Learning ◽  
Digital Competence ◽  
Pedagogical Strategies

Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

2010 ◽  
Vol 38 (9) ◽  
pp. 1269-1286
Author(s):  
Sabahattin Deniz
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

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