Enhancing Foreign Language Competency Using the Cover, Copy, Compare Technique: An Exploratory Evaluation

2013 ◽  
Vol 36 (2) ◽  
pp. 105-116
Author(s):  
Stacy L. Carter ◽  
Chiu-Yin Wong ◽  
Michael R. Mayton
Keyword(s):  
Foreign Language ◽  
Cover Copy Compare ◽  
Language Competency

Methodological Support in the Formation of the Language Competency of the «Aircraft And Helicopter Structure» Profile Students

2021 ◽  
pp. 81-89
Author(s):  
Svetlana Yevgenyevna Tsvetkova ◽  
◽  
Elena Yurievna Malisheva ◽  
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Scientific Literature ◽  
Industrial Relations ◽  
Language Education ◽  
Professional Communication ◽  
Practical Relevance ◽  
Language Training ◽  
Teaching Guide ◽  
Language Competency

The necessity of the innovation of the language education in a technical highest school was conditioned by the present-day development of the international industrial relations and business contacts between specialists of various countries. The purpose of technical profile students’ language training nowadays is the mastering of a language competency in the sphere of professional communication. The article aims at the description of peculiarities of a methodological support in the formation of the language competency of the technical profile students. The article represents the scientific literature review on the problem of the language education efficiency raising in a highest school; grounds the necessity of creating the methodological support as a means of the successful formation of the foreign language competency; describes researching approaches. The results view the content specifications and didactical structure of a teaching guide, which provides the language competency of the 24.05.07. Aircraft and Helicopter Construction profile students during the professional education. The theoretical and practical relevance is stated in the end of the article.

Reviving pedagogical translation

2018 ◽  
Vol 4 (2) ◽  
pp. 248-281 ◽  
Author(s):  
Katrina Barnes
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Ongoing Debate ◽  
Pedagogical Tool ◽  
Language Classes ◽  
Language Competency ◽  
Group Translation

Abstract The aim of this study was to determine to what extent translation may be an effective pedagogical tool for use by UK GCSE language students. It is offered as a contribution to the ongoing debate regarding the use of pedagogical translation. In March 2015, 41 students preparing for their GCSE Spanish exams were presented with a variety of translation-based activities, including a discussion about professional translation, a mistranslations exercise and a group translation task. The research design combined both translation as a means (explicative and process-oriented) and translation as an end (communicative and product-oriented), and was based upon a realistic, student-centred, socio-constructivist pedagogical foundation. Qualitative data, and a small amount of quantitative data, were collected via a post-session questionnaire and semi-structured group interview, through which students were asked about their experience of the translation sessions in order to answer the following questions: (1) According to students, does translation have a place in UK secondary school foreign language education? (2) If it does, what do students feel are its main benefits? (3) What form should translation activities take, according to students? Students felt that translation could add to their language classes in a variety of ways, including building their confidence, making their language learning more engaging, giving their learning a more ‘real-world’, practical focus and increasing their general language competency. They also felt that it was best delivered in the form of task-based group work. Students’ responses to the translation sessions were overwhelmingly positive, providing compelling support for further use of both explicative and communicative translation tasks in UK secondary school language education.

scholarly journals EVALUATION OF PROFESSION-ORIENTED FOREIGN LANGUAGE COMPETENCY OF CADETS IN COMPETENCY-BASED APPROACH

2020 ◽  
pp. 37-42
Author(s):  
M. Yu. Koroleva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Evaluation System ◽  
Educational Process ◽  
Evaluation Procedure ◽  
General Description ◽  
Outcome Monitoring ◽  
Language Competency ◽  
Competency Based ◽  
Competency Evaluation

The article addresses the problem of evaluating the profession-oriented foreign language competency of cadets of a military educational establishment of higher education on the basis of the competency-based approach. The quality of education given to military specialists is an important task for any military educational organization of higher education and its chairs. To ensure a high level of training, it is necessary to organize the educational process and the competency evaluation in such a way as to create the necessary conditions for the formation of competencies required by the educational program, and also for the development of cadets' personalities. The article considers the evaluation system for the profession-oriented foreign language competency of cadets in the competency-based approach. A general description of the competency evaluation procedure is given. The proposed recommendations for making evaluation rely on the European experience in education and evaluation according to the competency-based approach. The article specifies twelve types of assignments for evaluation, which are divided into four groups, and gives a practical example of their use in the learning outcome monitoring and the midterm attestation for the foreign language discipline in a higher naval school. It is highlighted that using various types and methods of evaluation is important, and the continuous and differentiated character of such evaluation can provide feedback and ensure the implementation of the competency-based approach in foreign language learning.

scholarly journals أنشطة فعالة لتطوير مهارة الكلام لدى متعلمي العربية في برامج تعليم اللغة العربية بوصفها لغةً ثانية أو أجنبيةً / Effective Activities to Enhance Conversation Skill for Arabic Language Teaching Programs as A Second or Foreign Language

2018 ◽  
Vol 9 (1) ◽  
pp. 41-59
Author(s):  
Salih Mahjoub Al-Tingari ◽  
Nong Laksana Kama
Keyword(s):  
Foreign Language ◽  
Arabic Language ◽  
Arabic Speakers ◽  
Four Books ◽  
Contact Hours ◽  
Speaking Skill ◽  
Language Competency ◽  
In The Beginning ◽  
Teaching Programs ◽  
Point Of Departure

الملخص  ينطلق هذا البحث من المسلّمة التي ترى أن المشافهة هي نقطة الانطلاق في تعلّم أي لغة من اللغات، كما أن اللغات عموماً يغلُب عليها الجانب المنطوق أكثر من المكتوب، وعلى الرغم من هذه الحقيقة، فالناظر إلى برامج تعليم اللغة العربية وتعلّمها لغة ًثانيةً أو أجنبيةً خارج البيئة العربية، يتّضح له أنها تُهمِّش مهارة الكلام إما جهلًا، أو تجاهُلًا بأهمية دورها، وبعض البرامج تدّعي أن مهارة الكلام ليست هدفًا من أهدافها؛ لذا يتِمّ إسقاطها من البرنامج، أو تُعطى وزناً خفيفاً، وفي كلتا الحالتين يكون الناتج من البرنامج على المستوى الشفوي ضعيفًا. وفي برنامج تعليم العربية بالجامعة الإسلامية العالمية بماليزيا سعيْنا في البدء إلى إكساب طلبتنا القدرة على القراءة، والكتابة، وأخْذ المذكرات الشخصية من أفواه المحاضرين، ولقد حقّق هذا الاتجاه نجاحاً مقبولاً لحدّ ما، ولكن صحِبته شكوى من جهات مختلفة تمثّلت في عدم قدرة الطلبة على التعبير شفاهة عن بعض الأغراض الحياتية اليومية؛ ما حمّل شعبة لغة القرآن في الجامعة على تأليف كُتيبات أربعة هدفها التركيز على المهارات الأربع، فَطرأ تحسُّن على وضع الطلبة لغويًا، ولكن تَبِعَتْه شكوى من المدّة الزمنية التي يستغرقها الطالب في اكتساب الكفاءة اللغوية. وقد أسْفرت نتائج الدراسة عن دمْج المهارات الأربع، والعمل على تقديمها بصورة تكامُليّة، وعلى الرّغم من وجاهة الفكرة إلا أنها قادت إلى نقص السّاعات التي يتعرّض فيها الطالب إلى اللغة، وقد أثّرت هذه السياسة في كفاءة الطلبة اللغوية لا سيما الشفوية، ومن هنا رأى الباحثان ضرورة الوقوف على هذه المشكلة من خلال هذا البحث المكتبي المعتمِد على المنهج الوصفي.   الكلمات المفتاحية: مهارة الكلام-  المهارات الأربع- التحسُّن اللغوي- غير الناطقين بالعربية- الأنشطة.    Abstract   The study embarks with the presupposition that conversation is the point of departure in learning any language as the oral aspect is more dominant than the writing aspect in language. Despite this fact, one who looks into the teaching of Arabic as a second language in a non-Arabic environment, will appears to him/her that it clearly sidelines speaking skill either in ignorance or in disregard of its role. Some programs that claim that conversation skill is not part of its objectives and was dropped from their content or was not given its due weightage. In both situation the speaking aspect comes out weak. In the teaching of Arabic in International Islamic University Malaysia we tried in the beginning to teach our students reading, writing and taking personal notes from the words of the lecturers and it has been showing acceptable results to certain extent but continue to recieve complaints that the students are still unable to converse effectively in Arabic some of the daily needs. This had prompted the Quranic language division to write four books for teaching four skills that eventually improve students’ language competency despite the complaint on the lenghty period of time needed by students to learn the language generally. Consequently, the four skills were combined and delivered in a comprehensive manner. Unfortunately, this had led to the reduction of contact hours bewteen the students and their resepctive lecturers. This policy however, had affected the students ability in particular coversation skill. This had prompted the two researchers to dwell on this issue utilizing library researh method.   Keywords: Conversation skill, Four skills, Language improvement, non-Arabic speakers, activities.     Abstrak  Kajian ini bermula daripada andaian bahawa perbualan ialah titik tolak dalam mempelajari apa-apa bahasa memandangkan aspek oral adalah lebih dominan daripada aspek penulisan dalam bahasa. Walaupun begitu, sesiapa yang mengkaji pengajaran bahasa Arab sebagai bahasa kedua dalam dalam konteks bukan Arab, akan mendapati ia secara jelas mengetepikan aspek perbualan samada secara sengaja atau tidak. Sesetengah program mendakwa bahawa kemahiran perbualan bukanlah sebahagian daripada objektifnya lalu digugurkan daripada kandungannya ataupun terus tidak diberikan tumpuan yang sepatutnya. Dalam kedua-dua keadaan aspek perbualan tidak membuahkan hasil yang memberangsangkan. Pengajaran bahasa Arab di Universiti Islam Antarabangsa Malaysia kami telah mencuba pada permulaannya untuk mengajar para pelajar kemahiran membaca, menulis dan mengambil nota inidividu dengan disampaikan secara lisan oleh para pensyarah dan kaedah ini telah berjaya menunjukkan kesan yang baik namun beberapa aduan tentang masalah pelajar yang masih tidak boleh bertutur secara fasih dalam bahasa Arab untuk maksud keperluan harian mereka. Ini telah mendorong pihak Bahagian Bahasa Al-Quran untuk mengarang empat buku untuk mengajar empat kemahiran-kemahiran utama tersebut yang diharapkan dapat memperbaiki kemampuan bahasa Arab pelajar walaupun masih terdapat aduan tentang tempoh masa yang terpaksa diperuntukkan oleh pelajar untuk mempelajari bahasa itu sendiri secara umum. Hasilnya, keempat-empat kemahiran tersebut telah digabungkan dan disampaikan dengan cara yang lebih komprehensif. Malangnya, ini telah membawa kepada pengurangan tempoh jam para pelajar boleh berjumpa para pensyarah untuk khidmat nasihat. Polisi ini walaubagaimanapun telah memberikan kesan terhadap kebolehan pelajar dalam beberapa aspek kemahiran bertutur; inilah asas yang telah mendorong kedua-dua para pengkaji untuk melihat dengan lebih mendalam dengan menggunakan metod kajian perpustakaan.   Kata kunci: Kemahiran bertutur, empat kemahiran, pembaikan bahasa, penutur bukan Arab, aktiviti

scholarly journals Formation of profession-oriented chinese language competency in non-language major students

2021 ◽  
pp. e021010
Author(s):  
Gaukhar Seitova ◽  
Klara Kunakova ◽  
Raushan Jeldybayeva ◽  
Zhazira Tursynali
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Native Language ◽  
Chinese Language ◽  
Chinese Learning ◽  
Language Competency ◽  
Competency Based ◽  
Questionnaire Surveys ◽  
Methodological Guidelines

This paper proposes teaching guidelines on the formation of foreign language profession-oriented competency in Chinese in non-language major students, through the analysis and recommendations, such available methodological techniques to teach Chinese as a competency-based approach and the types of language activity in practical lessons, questionnaire surveys to determine individual expectations and needs of non-language major students. Methodological guidelines were thus developed on how to increase the Chinese learning uptake for non-language major students. A major-wise terminological minimum is intensively introduced, with teaching based on the native language. The proposed teaching methods enable non-language major students to form foreign language profession-oriented level A2 competency.

scholarly journals Pengembangan Bahan Ajar Bahasa Arab Pada Sekolah Tinggi Ilmu Tarbiyah Balikpapan Kalimantan Timur

2019 ◽  
Vol 1 (2) ◽  
pp. 89-97
Author(s):  
Muhammad Anhar
Keyword(s):  
Foreign Language ◽  
Contributing Factors ◽  
Teaching Materials ◽  
Language Competency ◽  
Educational Studies

Abstrak Arabic learning is still considered hard by students especially new enrolled students graduated from general schools. They have to face pretty hard subjects using classical books. One of the contributing factors is the less creative lecturers in choosing teaching materials that are suitable to the ability of students graduated from general schools. The disparity between the old and the new teaching materials in terms of interest and the demand to improvethe foreign language competency of students of STIT Balikpapan result in the need of developing Arabic teaching Materials. The varied teaching materialsconcerning the view angle is considered able to decrease the disparity of Arabic teaching. Therefore, it needs to develop teaching materials to increase the interest and improve students’ Arabic competency of College of Educational Studies Balikpapan. To find out the problems, the writer analyzed the problems by conducting USG and Fishbone towards students of STIT Balikpapan. Based on the result, there are difficulties among students in understanding the old Arabic books; on the contrary, they can understand the new Arabic books easier. Students of STIT Balikpapan have more interest in the new teaching materials than the old ones. The result shows that the new teaching materials get score of 9.2 which is categorized as very good and the old teaching materials get score of 7.4 which is categorized as fair.

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