Donde fueres haz lo que vieres. aportaciones de la neurociencia al desarrollo de la competencia pragmÁtica. un nuevo horizonte en la enseñanza del ele

2012 ◽  
Vol 164 ◽  
pp. 22-38
Author(s):  
Paula Lorente Fernández ◽  
Ana Bengoetxea Arrese ◽  
Buyse Kris ◽  
Mercedes Pizarro Carmona
Keyword(s):  
Foreign Language ◽  
Virtual Worlds ◽  
Communicative Competence ◽  
Current Trend ◽  
Learning By Doing ◽  
Foreign Languages ◽  
Pragmatic Competence ◽  
Language Classroom ◽  
New Type ◽  
The Brain

Abstract The current trend in teaching foreign languages is to conceive the development of pragmatic competence as an essential and inseparable part of communicative competence. Today, progress of Cognitive Neuroscience enables one to consider social behavior in neuroanatomical terms: knowing how the brain integrates complex concepts of pragmatic competence proves highly effective in developing methodologies used in the language classroom to address these issues. The use of games and learning by doing in virtual worlds may be regarded as a very interesting option in order to acquire this competence. In this contribution, we have aimed at combining theoretical principles of Neuroscience and didactics to offer, in the specific case of Teaching Spanish as a Foreign Language (TSFL), a relatively new type of teaching material: the Serious Game, as well as to present the results of a first qualitative study of the use of this type of material in the field of language acquisition.

scholarly journals Analysis of the speech act of request in the foreign language classroom

2019 ◽  
Author(s):  
Katrin Herget ◽  
Noemí Pérez
Keyword(s):  
Foreign Language ◽  
Speech Act ◽  
Native Speakers ◽  
Communicative Competence ◽  
Point Of View ◽  
Foreign Languages ◽  
Intercultural Communicative Competence ◽  
Pragmatic Awareness ◽  
Language Classroom ◽  
Different Types

Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.

scholarly journals THE ESSENCE OF COMMON METHODS OF TEACHING FOREIGN LANGUAGES

2021 ◽  
pp. 131-139
Author(s):  
O. PAVLENKO
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Communicative Competence ◽  
Independent Method ◽  
Foreign Languages ◽  
Pragmatic Competence ◽  
Specific Method ◽  
Careful Study ◽  
Main Components ◽  
Single Approach

Today, knowledge of foreign languages is required to avoid barriers to communication between people around the world. Thus, learning foreign languages is relevant at almost any age.The purpose of this article is to consider the generally accepted methods and determine the effectiveness of each of them during training. To achieve fluency in a foreign language, it is necessary to divide foreign language communicative competence into a number of components and develop them both individually and in combination. Each of the models is a separate and independent method that can be used to improve certain components of foreign language communicative competence. The main components include: the development of speech, writing, reading, and the study of vocabulary. There is no single approach in the scientific literature to determine the structure of foreign language communicative competence, as the general form of this competence can be presented in a set of components such as linguistic, sociolinguistic and pragmatic competence. Therefore, it is not possible to dwell on a specific method as ideal for the formation of competence, as each of them has its disadvantages and advantages. The formation of foreign language communicative competence requires a long and careful study of the material offered by a teacher who uses a certain method.

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

scholarly journals Developing intercultural competence in an academic foreign language classroom

2018 ◽  
pp. 133-154
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Special Focus ◽  
Intercultural Communicative Competence ◽  
Communication Course ◽  
Language Classroom ◽  
Students First ◽  
Interesting Area

This paper focuses on the issue of developing intercultural communicative competence (ICC) in a higher education context, with a special focus put on teaching advanced foreign language (FL) students. First, the concept of ICC is discussed on the basis of Byram’s (1997) theory, which is still considered the most comprehensive model for describing the principles of developing and assessing intercultural competence in foreign language teaching. Next, a short overview of studies related to teaching ICC conducted by Polish researchers is presented. This is followed by a description of an Intercultural Communication course designed for university students and conducted by the author of the paper. In this report, the theoretical principles, the main aims of the course along with the techniques applied in teaching and evaluating students are discussed. It is hoped that the paper will be a useful contribution to discussions concerning developing ICC and will stimulate further research in this interesting area of education.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals Question du feedback en didactique des langues étrangères : quelques réflexions théoriques

2011 ◽  
Vol 38 ◽  
pp. 31-42
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Foreign Languages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teaching Learning

The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.

Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching

2021 ◽  
Vol 03 (02) ◽  
pp. 72-79
Author(s):  
Fotima Abduvosiyevna Rafikova ◽  
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
English Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
National Standard ◽  
Language Competence ◽  
Foreign Language Skills

At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

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