Multimedia Technology in Teaching Professionally-Oriented Communication in a Foreign Language

2015 ◽  
Vol 4 (3) ◽  
pp. 31-35
Author(s):  
Ращупкина ◽  
K. Rashchupkina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Institution ◽  
Language Education ◽  
Multimedia Technology ◽  
Search Tasks ◽  
Technology In Teaching ◽  
Information And Communication ◽  
Higher Educational

The article deals with the use of multimedia technology in teaching professionally- oriented communication in a foreign language in a higher educational institution.The author thoroughly describes the advantages of multimedia in studying process, touches upon the information and communication technology within the framework of contemporary educational paradigm, underlines the importance and topicality of use of multimedia in language education. Such kinds of problem search tasks as hot list and web-quest are considered within the competence approach. The author gives different kinds of methods and technology of foreign (English) language teaching in a higher educational institution with the help of multimedia, offers internet-resourses for language education.

scholarly journals On the implementation peculiarities of online foreign language training

2021 ◽  
pp. 175-189
Author(s):  
Yu. M. Orekhova ◽  
◽  
I. K. Betretdinova ◽  
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Educational Institution ◽  
Language Education ◽  
Federal State ◽  
Technical Problems ◽  
Information And Communication ◽  
State Educational

The article deals with the issues related to the implementation of distance learning of a foreign language in an educational institution (secondary school and university) to meet the Federal State Educational Standards requirements. The paper analyzes the factors accompanying the implementation of distance learning in a secondary school or a higher educational institution. The authors justify the situation that in the context of the renewal of language education, the effectiveness of new information and communication technologies is not inferior to the effectiveness of traditional education. The article reflects the results of the study conducted to identify difficulties in online learning (questionnaire of schoolteachers, university teachers and a survey of students). The authors suggest an exemplary algorithm for planning online classes, which will avoid a number of methodological difficulties when conducting foreign language classes. A detailed list of instructions necessary for successful communication during such classes and used by a teacher both in case of conceptual difficulties and for solving technical problems is given.

scholarly journals Using CLIL Approach to Improve English Language in a Colombian Higher Educational Institution

2018 ◽  
Vol 11 (11) ◽  
pp. 19
Author(s):  
Carolina Salamanca ◽  
Sara I Montoya
Keyword(s):  
Foreign Language ◽  
Cognitive Abilities ◽  
English Language ◽  
Collaborative Work ◽  
Educational Institution ◽  
Academic Program ◽  
Control Group ◽  
The Mean ◽  
Higher Educational ◽  
Experimental Group

In Colombia, the development of communicative skills of English as a foreign language in students of Higher Educational Institutions (HEIs) is considered as a priority so the professionals can face the challenges of a globalized world. This project aimed to determine the effectiveness of using CLIL approach through the academic subjects in first learning level students of a Nursing program. The research had a mixed quasi experimental design of a control group not equivalent with measurements before and after CLIL interventions, which consisted in accompanying and guidance to six teachers who instruct the seven subjects of the academic program in which the experimental group was. Along 17 applications designed from the 4C’s (Content, Cognition, Communication and Culture), and the methodology collaborative work, students showed a significant progress in using communicative and cognitive abilities according with the development performances. The used tests to evaluate students’ English level showed from the statistical data analysis, applying T-student test, that initiating the process the mean of the control group was significantly higher than the mean of the experimental group, and posteriorly to CLIL approach applications, a mean improvement of the experimental group was observed becoming statistically similar to the mean of the control group. The research results provide a pedagogical path to strengthen bilingualism processes and to contribute with graduate’s communicative competences in a foreign language.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

DISCOURSE APPROACH AS METHODOLOGICAL BASIS OF A FOREIGN LANGUAGE TEACHING AT UNIVERSITY AND TECHNOLOGY OF TRANSLATION DIDACTICS

2021 ◽  
pp. 35-44
Author(s):  
О.И. Уланович
Keyword(s):  
Foreign Language ◽  
Professional Practice ◽  
Conceptual Analysis ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Intercultural Dialogue ◽  
Methodological Basis ◽  
Translation Practice ◽  
Technology In Teaching

В статье представлены результаты концептуализации ключевых положений дискурсного подхода как современной дидактической технологии в обучении иностранному языку в вузе в целом и в дидактике перевода в частности. Знание и владение иностранным языком для участия в межкультурном диалоге оценивается автором в параметрах владения дискурсом как единством деятельности, действительности и соответствующих коммуникативных жанров и речевых форм. Автором осуществлен понятийный анализ ключевых категорий и предлагаются дефиниции конститутивных понятий - «дискурсивный подход», «дискурсный подход», «дискурсивная компетенция», «дискурс-компетенция», «дискурсная компетенция», что позволило концептуализировать содержательное пространство дискурсного подхода в языковом образовании и унифицировать специализированный предметный язык для его дальнейшего системного описания и методического моделирования. Как частный случай дискурсного подхода в языковом образовании рассматривается его проекция в дидактике перевода, содержательное пространство которого предстает в аналогичных концептуальных категориях. Специфика переводческой деятельности акцентирует специфичные компоненты в структуре дискурсной переводческой компетенции: владение жанровым многообразием текстов в дискурсивном пространстве профессионального перевод, владение технологиями транскодирования дискурсообразующих элементов переводимого текста, знание социальной реальности в актуальных сферах современной переводческой практики. The results of conceptualization of key provisions of discourse approach as a modern didactic technology in teaching a foreign language in a university as a whole and in didactics of translation in particular are presented in the article. Knowledge and proficiency in a foreign language for participating in intercultural dialogue is assessed by the author in terms of discourse mastery, where discourse is viewed as a consistency of activity, reality, and corresponding communicative genres and speech forms. The author carried out conceptual analysis of key categories - discursive approach, discourse approach, discourse competence, discursive skills, discourse knowledge, which allowed to substantialize the existential content of discourse approach in language education and unify a particular subject language for its further systemic description and methodological modeling. As a particular case of discourse approach in language education is considered its actualization in didactics of translation, the framework of which is determined by the same conceptual categories. Specificity of translation as professional practice emphasizes specific components in the structure of discourse translation competence: mastery in genre diversity of texts in the discursive area of professional translation, skills of transcoding technologies application (for rendering key discourse-forming elements of the translated text), knowledge of social reality in timely areas of modern translation practice.

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