scholarly journals E-Learning Collaborative System for Practicing Foreign Languages with Native Speakers

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Ilya V. ◽  
Alex A. ◽  
Anna Y.
Keyword(s):  
Native Speakers ◽  
Foreign Languages ◽  
Learning Collaborative ◽  
Collaborative System ◽  
E Learning

scholarly journals Development of Intelligent Multi-agents System for Collaborative e-learning Support

2018 ◽  
Vol 7 (2) ◽  
pp. 294-305
Author(s):  
Issam Matazi ◽  
Rochdi Messoussi ◽  
Salah-Eddine Bellmallem ◽  
Ilham Oumaira ◽  
Abdellah Bennane ◽  
...  
Keyword(s):  
Fuzzy Logic ◽  
Learning Support ◽  
Artificial Agent ◽  
Learning Collaborative ◽  
Collaborative System ◽  
Pedagogical Action ◽  
E Learning ◽  
Multi Agents

The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the assessment of their collaborative behaviors. After the implementation of intelligent collaborative system by using Moodle platform, we have tested it. The reader will discover our approach and relevant results.

E-LEARNING DIDACTIC SUPPORT IN TEACHING FOREIGN LANGUAGES OF HIGHER EDUCATION STUDENTS

2017 ◽  
Vol 73 (5) ◽  
Author(s):  
Shaykina Olga Igorevna ◽  
Proskura O. V. ◽  
Dakukina T. A
Keyword(s):  
Higher Education ◽  
Foreign Languages ◽  
Education Students ◽  
E Learning

scholarly journals E-learning in the present-day context: from the experience of foreign languages department, PSACEA

2021 ◽  
Vol 1840 (1) ◽  
pp. 012049
Author(s):  
A V Tokarieva ◽  
N P Volkova ◽  
Y V Degtyariova ◽  
O I Bobyr
Keyword(s):  
Foreign Languages ◽  
E Learning

scholarly journals The Implementation of Arabic E-Learning through Arabic-Online.net

2020 ◽  
Vol 4 (1) ◽  
pp. 37-48
Author(s):  
Aisyam Mardliyyah
Keyword(s):  
Blended Learning ◽  
Native Speakers ◽  
Language Skills ◽  
Qualitative Approach ◽  
Literature Study ◽  
Reference Framework ◽  
E Learning ◽  
Audio Files ◽  
Main Components ◽  
Interactive Videos

This study aims to describe Arabic-Online.net and to find out how it is used in the implementation of Arabic learning. Applying a qualitative approach, this research was of literature study. The main object is e-learning site i.e. Arabic-Online.net which can be accessed openly to learn Arabic. Further, this study found that Arabic-Online.net is an Arabic learning model provided to non-native speakers, which is offered by the Saudi Electronic University. Its teaching is based on the General European reference framework by using four language skills and the main components in Arabic. There are 16 levels in the stages ranging from beginner, elementary, intermediate, upper intermediate, advanced, to mastery which contain as many as 796 main interactive videos, 12.000 audio files, 6.320 images and 10.076 exercises. Each level consists of 6 modules (units), each of which includes 24 lessons. E-learning implementation using Arabic-Online.net is conducted in the form of blended learning.

scholarly journals Issues in developing the learning motivation of adult learners for studying foreign languages

2020 ◽  
Vol 133 (4) ◽  
pp. 99-105
Author(s):  
А.А. Palina ◽  
◽  
T.A. Kokhanover ◽  
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Teaching Practice ◽  
Native Speakers ◽  
Foreign Languages ◽  
Educational Activity ◽  
Learning Needs ◽  
Distinctive Features ◽  
Experimental Training ◽  
Basic Learning

This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for successful development and maintenance of adult students’ motivation. The article suggests such method as correspondence with native speakers of a foreign language. It describes the conduct of experimental training using the proposed method, which is supported by the results of a survey to identify the level of adult students’ motivation.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

scholarly journals Significance of the ‘National and Cultural Component’ When Teaching Foreign Languages (Using Korean as an Example)

2021 ◽  
Vol 20 (2) ◽  
pp. 49-56
Author(s):  
Lyudmila A. Voronina ◽  
Sergey A. Letun
Keyword(s):  
Teaching Methods ◽  
Native Speakers ◽  
Foreign Languages ◽  
Lexical Meaning ◽  
Additional Information ◽  
Cultural Information ◽  
Effective Delivery ◽  
Translation Methods ◽  
Cultural Component

Key approaches to clarify the notion of the national and cultural component were explored in application to the task of teaching lexical means of communication to Russian speaking students. The authors highlight its significant features that are important in terms of the teaching methods. A number of conclusions, which are significant for this task, were made based on the results of analyzing Korean sememes. The meanings, which are correlated with the national-cultural information conveying ethnocultural realities of the native speakers of the studied language, were determined. Groups of actual issues related to the determination of the scope of national-cultural information to be mastered by the students, mechanisms of its transmission in teaching and methods for the formation of relevant associations and images were highlighted. It is shown that the scope of accumulation of national-cultural information can vary at a certain level of education, therefore, it seems reasonable to talk about the list of associations as additional information to a certain lexical meaning, which has yet to become knowledge and be subsequently used at the stages of training and application of forming the lexical skills. It is stated that in respect of the linguo-didactic aspect it seems more rational to talk about a certain number of associations necessary for complete disclosure of the lexical meaning of the words, since neither translation nor non-translation methods of semantization by themselves allow students to differentiate the corresponding concepts without additional national-cultural information. Thus, methods of the most effective delivery of such information are to be specified for better results of teaching lexical means of communication to students.

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