scholarly journals SOME ASPECTS OF TEACHINHG EFFECTIVE READING TO FIRST- YEAR STUDENTS STUDYING ENGLISH AS THEIR MAJOR

2019 ◽  
Vol 1 (16) ◽  
pp. 80-88
Author(s):  
Liudmila Lukianenko
Keyword(s):  
Reading Strategies ◽  
Communication Skill ◽  
Foreign Languages ◽  
First Year ◽  
First Year Students ◽  
Reading Materials ◽  
Intensive Reading

Some aspects of teaching effective reading to first-year students studying English as their major at faculties of foreign languages in universities are considered. A broad range of blended extensive and intensive reading strategies, techniques and exercises are suggested at the pre-reading, while-reading and post-reading stages, which makes it possible to develop learners’ skills not only in reading for gist, but also for detailed comprehension. The main focus of the research is on reading techniques such as making predictions about the content of the text based on the title, subtitles and keywords; removing barriers to students’ understanding the text by using such monolingual ways of presenting vocabulary as matching words to their definitions, synonyms or opposites, guessing from context, explanation and others. Tasks directed at extracting some information from the text and analyzing its structure as well as exercises designed to use the extracted information in speaking and writing, which are connected with reading as a communication skill, are presented in the article. Some aspects of using techniques of expeditious reading, skimming and scanning, which enable first year students to vary the speed of reading and help them use reading materials effectively are treated.

scholarly journals Language Anxiety and Achievement among First Year Students of Addis Ababa University, Ethiopia

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Bekau Atnafu Taye
Keyword(s):  
Addis Ababa ◽  
Secondary Data ◽  
Foreign Languages ◽  
First Year ◽  
Inferential Statistics ◽  
First Year Students ◽  
Addis Ababa University ◽  
Curvilinear Relationships ◽  
One Way Anova ◽  
Made In

AbstractThe objectives of this study are to measure levels of students’ anxiety and to see whether anxiety affects academic their performance. The participants of the study were drawn from the Department of Foreign Languages and Literature at Addis Ababa University (AAU). The study used primary and secondary data and descriptive and inferential statistics. The inferential statistics was made in terms of one-way ANOVA. The results of the study showed that freshman students were anxious, and the level of anxiety affected the performance of the students. It was also found that anxiety and achievement have curvilinear relationships. Ameliorating strategies implied from the findings were also suggested

scholarly journals TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

2021 ◽  
pp. 61-65
Author(s):  
Olha Draginda ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Foreign Languages ◽  
First Year ◽  
Evaluative Judgment ◽  
Teaching English ◽  
First Year Students ◽  
Approach To Teaching

This publication is a detailed lesson plan on the topic “Power and Money” within the course of the English language taught as the second foreign language to the first-year students majoring in the oriental languages. The lesson focuses on enhancing topical vocabulary through practicing speaking, listening, reading, and writing skills. It also aims at developing students’ skills of reasoning and evaluative judgment. The tasks are introduced in the plan in accordance with the principles of the contemporary communicative student-oriented approach to teaching foreign languages.

scholarly journals TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

2019 ◽  
pp. 50-54
Author(s):  
Olha Drahinda
Keyword(s):  
Lesson Plan ◽  
Writing Skills ◽  
Foreign Languages ◽  
First Year ◽  
European Language ◽  
Teaching English ◽  
Basic Principles ◽  
First Year Students ◽  
Student Centered ◽  
Approach To Teaching

The publication presents a detailed lesson plan on the topic “Every Generation is the Product of their Times” within “General course of Western European language” for the first-year students majoring in Oriental Philology. The lesson is aimed at enhancing English vocabulary on the topic, improving listening, speaking, and writing skills as well as at developing critical thinking in the first-year students majoring in Oriental philology. All the activities developed by the teacher meet the basic principles of communicative, student-centered approach to teaching foreign languages.

scholarly journals Identyfikacja i klasyfikacja błędów językowych na lektoracie języka niemieckiego

2018 ◽  
pp. 159-169
Author(s):  
Janusz Kawka
Keyword(s):  
Foreign Languages ◽  
German Language ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Starting Point ◽  
Language Courses ◽  
Final Exams ◽  
Causes Of Errors ◽  
High Level

Knowledge of foreign languages constitutes one of the key competencies amongst graduates of the Bachelor of Economics. In the era of globalisation, the importance of a high level of proficiency in foreign languages has become self-evident. The empirical part of this article is devoted to the analysis of the most common language mistakes committed by first-year students of the B1 group of Marketing and Management at the University of Economics in Krakow. A portion of the final exams submitted by a group of 13 students has been analyzed. The study focuses on the identification and classification of errors and presents the frequency distribution, as percentages, of errors in individual categories. The author's intention is not to indicate the causes of errors and their assessment, but to present the problems faced by students of the Bachelor of Economics, who learn ‘business language’, which a specialism within the German language studies. The results of the study might act as a starting point for the development of appropriate educational materials to support the process of teaching a wide variety of German language courses.

Word-attack skills in beginners’ Japanese reading comprehension

1996 ◽  
Vol 19 (1) ◽  
pp. 73-88
Author(s):  
Harumi Moore
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Positive Attitude ◽  
Reading Skills ◽  
Formal Training ◽  
First Year ◽  
Chinese Characters ◽  
First Year Students ◽  
Word Attack ◽  
National University

This paper advocates the promotion of teaching word-attack skills, among other reading skills, in a beginners’ Japanese program. The paper argues that even first-year students with limited knowledge of kanji (Chinese characters) can use such strategies successfully, and that formal training in such skills helps foster autonomous readers who approach reading tasks with a positive attitude. The feasibility of teaching word-attack skills to beginners is supported by the results obtained in an experiment conducted in the introductory Japanese course at the Australian National University (ANU). The paper takes a detailed look at various word-attack skills used by students in this experiment, in the light of universal reading strategies as well as strategies specific to reading in Japanese.

PROMOTING LEARNERS’AUTONOMY: TO WHAT EXTENT DO STUDENTS PRACTICE AUTONOMOUS ACTIVITIES FOR THEIR LEARNING?

2020 ◽  
Vol 43 (01) ◽  
Author(s):  
TRẦN KIỀU MỸ AN
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Vital Role ◽  
Foreign Languages ◽  
Ho Chi Minh City ◽  
First Year ◽  
First Year Students ◽  
English Major ◽  
Learning English

Learner autonomy plays a vital role in the success of language education. The specific purpose of this study is to investigate the views English majored first year students regarding the students‟ awareness of the importance of learner autonomy as well as the practice of autonomous activities inside and outside the classroom at Faculty of Foreign Languages ( FFL) of Industrial University of Ho Chi Minh City ( IUH). This study was conducted with two instruments: questionnaire and interview. The questionnaires were completed to elicit responses from 100 participants who were English majored freshmen at FFL. At the same time, the writer also made two interviews with teachers who were teaching freshmen. There are four conclusions that are obtained from the findings and discussion. First of all, the majority of the participants in the research have intrinsic motivation when practicing autonomous activities for their learning. Secondly, most of them are aware of the importance of learner autonomy in learning English. And the third finding is about students‟ strategies in their own learning English. The result indicates that most of the students usually practice listening when they practice language outside the classroom. Finally, it is found that both of the two teachers in the research suppose that 90% of English major freshman at IUH have good perception of learner autonomy, which is a very positive signal for the language learning process.

scholarly journals Conversation Analysis of Code-Switched Repair Sequences in the Educational Context

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Damira Akynova ◽  
Atirkul Agmanova ◽  
Sholpan Kakzhanova ◽  
Aliya Aimoldina Aimoldina ◽  
Aliya Assanova
Keyword(s):  
Foreign Language ◽  
Educational Policy ◽  
Conversation Analysis ◽  
Code Switching ◽  
Foreign Languages ◽  
First Year ◽  
Educational Context ◽  
First Year Students ◽  
National University ◽  
The Republic

The paper considers Anglo-Kazakh code-switching in the repair sequences among first-year students majoring in “Foreign language: two foreign languages”. The study was conducted at Gumilyov Eurasian National University in Astana, Kazakhstan. Some specific characteristics of educational policy of the Republic of Kazakhstan are analysed. The results show that code-switching in repair sequences is used as: a) self-initiated self-repair; b) self-initiated other-repair; and c) candidate understanding. Repair initiation when code-switching happens to understand, to confirm and to clarify statements. Due to the specific linguistic situation of Kazakhstan, code-switching in the FL classroom may occur from English to Kazakh, or from English to Russian, depending on dominance of the language in the linguistic repertoire of the speaker. Keywords: Conversation analysis; Code-switching; Repair 

scholarly journals Key Competences Formation by Means of Learning Foreign Languages

2018 ◽  
Vol 27 (8-9) ◽  
pp. 89-95
Author(s):  
M. A. Shemanaeva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
School Level ◽  
Foreign Languages ◽  
Federal State ◽  
First Year ◽  
First Year Students ◽  
Language Competence ◽  
Higher Education System ◽  
Key Competences

The shift of higher education system to the new federal state standards for education (FGOS3++) is connected with the changes in the curriculum and  terminological shift from so called general cultural competences to key competences. Key competences are the basis for professional competences and lay the foundation for further  personal and professional development of a specialist. Recent research in  teaching foreign languages in higher education institutions have been aimed at the development of professional competences. However the  empirical data show that first-year students of non-linguistic departments do  not have school level command of the foreign language. The article considers the potential of the foreign language to form not only communicative  competence in the foreign language but to form key competences,  mentioned in the new federal standard, regardless of the initial level of language competence.

Self-Monitoring and Linguistic Adaptation

2012 ◽  
Vol 43 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Hartmut Blank ◽  
René Ziegler ◽  
Jessica de Bloom
Keyword(s):  
Important Determinant ◽  
The Self ◽  
Foreign Languages ◽  
First Year ◽  
First Year Students ◽  
Self Monitoring ◽  
German Dialects ◽  
Internet Study ◽  
Dutch Language

This article explores the role of self-monitoring in the adaptation to different linguistic environments (dialects and foreign languages). An internet study (N = 505) found the motivation and ability of speakers of local German dialects to switch to the German high language (as measured by a specifically developed scale) to be moderately related (r = .24) to their self-monitoring scores. Further analyses found this relationship to be stronger for people with stronger dialects. Also, in a survey of German first-year students (N = 88) at a Dutch university, self-monitoring was strongly related (r = .43) to a scale measuring various aspects of adaptation to the Dutch language; high self-monitors also reported less social and study-related problems due to language. We conclude from these results that self-monitoring is an important determinant of oral linguistic adaptation. Put differently, our findings extend the reach of the self-monitoring construct to the domain of language.

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