Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

scholarly journals Characteristics of Foreign Language Education in Italy and Implications: From the Perspective of National Foreign Language Capacity

Politeja ◽  
2021 ◽  
Vol 18 (4(73)) ◽  
pp. 171-188
Author(s):  
Dong Dan ◽  
Tan Yuwei
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Planning ◽  
Language Education ◽  
Policy Formulation ◽  
Foreign Language Education ◽  
National Language ◽  
Planning Theory ◽  
Language Competence ◽  
Language Capacity

This article reviews foreign language education in Italy using a national language competence-oriented evaluation approach. Foreign language education is at the heart of the acquisition component of language planning, and assessing foreign language education from the perspective of the purpose of language policy, i.e. the promotion of national language competence, which refers to the sum total of the government’s ability to deal with all language-related issues of strategic interests and allows for a more direct application of language planning theory. Based on the theoretical framework of National Foreign Language Capacity and acquisition planning, this study presents a detailed analysis of the characteristics and problems of Italian foreign language education policy, taking into account its ‘rationality,’ ‘coverage,’ and ‘influence,’ which are three interrelated indicators that allow for a comprehensive and specific assessment of national foreign language competence. By revealing the inadequacies of Italy’s national language proficiency system, the author intends to provide an insight into the gap between the effectiveness of policy formulation and implementation in foreign language education in Italy and to suggest some widespread problems in foreign language education that are similar to those in China.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

scholarly journals ESSENTIAL CHARACTERISTICS OF FOREIGN LANGUAGE DISCURSIVE COMPETENCE

2021 ◽  
Author(s):  
Aytolkyn N. Satinova ◽  
◽  
Clara U. Kunakova ◽  
Keyword(s):  
Theoretical Analysis ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Ideal Type ◽  
Language Competence ◽  
Content Model ◽  
Structural Content ◽  
Main Components ◽  
Market Relations

Modern foreign language education in Kazakhstan aims to train future specialists capable of competing in market relations. An important component in the graduate’s model is discursive foreign language competence. A theoretical analysis of the structural-content model of this competence made it possible single out its main components related to different classes of discourse use: linguistic discourse, reconstruction of the method of composing a text, achieving an ideal type of communication.

Facets of translation in foreign language education: a tentative classification of forms and uses

2019 ◽  
Vol 7 (3) ◽  
pp. 58-78
Author(s):  
Xenia Liashuk
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence ◽  
Grammatical Accuracy ◽  
Learning Constraints ◽  
Cross Language ◽  
And Control

Abstract The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.

scholarly journals SPECIFICS OF FOREIGN LANGUAGE EDUCATION OF MILITARY PERSONNEL THROUGH THE EXAMPLE OF THE ARMED FORCES OF THE SLOVAK REPUBLIC

2021 ◽  
Vol 17 (1) ◽  
pp. 333-338
Author(s):  
Eva RÉVAYOVÁ
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Slovak Republic ◽  
Language Education ◽  
Armed Forces ◽  
Foreign Language Education ◽  
Learning Processes ◽  
Language Competence ◽  
Teaching Learning ◽  
The Military

This paper deals with the specifics of the teaching and learning processes of a foreign language for military purposes. Members of the armed forces not only communicate differently than civilians, but they also learn differently. The theoretical considerations are supported by examples from the teaching/learning processes within military environment. It emphasizes the military significance of language competence and examines the role of multilingualism within NATO and EU armies.

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