Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design

2019 ◽  
Vol 103 (2) ◽  
pp. 391-411 ◽  
Author(s):  
CRAIG LAMBERT ◽  
GRACE ZHANG
Keyword(s):  
Task Design ◽  
Foreign Languages ◽  
Instructional Task

Michael Kelly, Hilary Footitt, Myriam Salama-Carr (eds.): The Palgrave Handbook of Languages and Conflict

2020 ◽  
Vol 55 (2) ◽  
Author(s):  
Ľubomír Zvada
Keyword(s):  
International Relations ◽  
Foreign Languages ◽  
Military Operations ◽  
Sources Of Information ◽  
War And Peace ◽  
Interdisciplinary Field ◽  
Speakers Of Other Languages ◽  
War And Conflict ◽  
Almost All

This Handbook maps the contours of an exciting and burgeoning interdisciplinary field concerned with the role of language and languages in situations of conflict. It explores conceptual approaches, sources of information that are available, and the institutions and actors that mediate language encounters. It examines case studies of the role that languages have played in specific conflicts, from colonial times through to the Middle East and Africa today. The contributors provide vibrant evidence to challenge the monolingual assumptions that have affected traditional views of war and conflict. They show that languages are woven into every aspect of the making of war and peace, and demonstrate how language shapes public policy and military strategy, setting frameworks and expectations. The Handbook's 22 chapters powerfully illustrate how the encounter between languages is integral to almost all conflicts, to every phase of military operations and to the lived experiences of those on the ground, who meet, work and fight with speakers of other languages. This comprehensive work will appeal to scholars from across the disciplines of linguistics, translation studies, history, and international relations; and provide fresh insights for a broad range of practitioners interested in understanding the role and implications of foreign languages in war.

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

scholarly journals Europejskie portfolio językowe jako instrument samooceny prac pisemnych na poziomie zaawansowanym w nauce języka obcego

Neofilolog ◽  
1970 ◽  
pp. 217-226
Author(s):  
Katarzyna Krzemińska
Keyword(s):  
Foreign Languages ◽  
German Language ◽  
Use Of Self ◽  
Council Of Europe ◽  
Self Evaluation ◽  
Language And Literature ◽  
Education College ◽  
Second Year ◽  
State Higher Education

The purpose of this article is to explore the role of the ELP in teaching language skills to students of foreign languages, in my professional situation – to German Language and Literature students. The article attempts to answer the following questions: To what extent do the ELP and the Council of Europe documents help students of foreign languages use self-evaluation? How do these documents support learner autonomy? Due to the growing interest in the ELP, I focused my attention on the use of self-evaluation skills by college students during their writing tasks. The article presents the results of a study on self-evaluation. It was carried out among first and second year students of German Language and Literature Studies at the State Higher Education College in Włocławek in the academic years 2005/2006 and 2006/2007.

scholarly journals Some Considerations on Russian Patronymics

2021 ◽  
Vol 18 (1) ◽  
pp. 224-236
Author(s):  
Maria E. Ruth ◽  
Keyword(s):  
Personal Experience ◽  
Modern Society ◽  
International Communication ◽  
Talk Shows ◽  
Foreign Languages ◽  
Ethical Problems ◽  
Russian Culture ◽  
Russian Media ◽  
News Programs

These notes were inspired by a recent article by Boris Norman and Natalja Rajnochová on the role of patronymics in the Russian naming tradition and culture (Voprosy onomastiki, 2020, Vol. 17, Iss. 2). Without disputing its provisions in any way, the author attempts to take a closer look into the present tendency to omit patronymics or even abhor their use. Recognizing this as a growing trend in the Russian culture, the author reflects upon its causes, foremost of which is the general aversion for all the formal manifestations of the Soviet system. Since the use of patronymics (in the official formula) became mandatory exactly after 1917, it is commonly perceived as a Soviet relic. The second reason is the adoption of Western naming practices not requiring the use of a father’s name — due to Russia’s greater involvement in the international communication, extensive overseas travelling, and fluency in foreign languages, primarily English. The issue of the required use of patronymic in official documents is particularly acute when children from mixed families obtain Russian citizenship. Other factors for doing away with patronymics include Russian media language, as in most news programs and talk shows it is carefully avoided, and the increase in the number of single-parent families (no father) where the need to register a patronymic entails complex formal and ethical problems. Yet, however pertinent these problems are in the modern society, the author considers them relatively marginal and argues the relevance of patronymics for modern Russian culture and the naming practice. The author supports this view by giving evidence from Internet forums, as well as the author’s personal experience.

scholarly journals THE ISSUE OF EDUCATION AT A HIGHER ESTABLISHMENT AND SIMULTANEOUS LEARNING A FOREIGN LANGUAGE

2021 ◽  
pp. 54-63
Author(s):  
Veronika Dmytruk ◽  
Halyna Shevchyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Information Management ◽  
English Language ◽  
Educational Process ◽  
Foreign Languages ◽  
Language Training ◽  
Management Information ◽  
Factors Influencing

The article is devoted to the psychological and pedagogical substantiation of the expediency of learning foreign languages while studying in the institution of higher education. The authors analyse the current educational process in Ukrainian and identify the most important factors influencing the formation of qualified professionals and establish the role of foreign language in each of these factors. It was found that studying can be extremely intensified due to learning a foreign language. It is established that learning foreign languages increases a person’s ability to develop intellectually. Keywords: pedagogical psychology; institution of higher education; foreign language; English language; training intensification; motivation; information management; information gathering; information processing.

The Role Of Authentic English Texts In The Development Of Writing Skills

2021 ◽  
Vol 03 (02) ◽  
pp. 122-137
Author(s):  
Tursunbayev Bakhtiyor ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Writing Skills ◽  
Great Difficulty ◽  
Foreign Languages ◽  
Global Information ◽  
Teaching Text ◽  
Development Of Students ◽  
Written Speech

Today, there is a rapid increase in education, therefore, knowledge of foreign languages has become one of the main problems in monitoring the development of the global information and digital economy in our country. Therefore, to improve the foreign language, various pedagogical technologies and methods of teaching the language are used. We know that oral and written speech skills are skills that can be achieved with great difficulty. This project analyses the development of oral and written speech using pedagogical technologies and teaching text types. Particular attention is paid to the development of students' communication skills using pedagogical technologies. These technologies help students gain confidence in self-expression. Therefore, the use of these technologies in lessons effectively develops oral and written speech, provides communication and an exciting learning process.

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