scholarly journals A quantitative Study on English Explanation of Grammatical Terms in Teaching Materials of Korean as a Foreign Language

2012 ◽  
Vol null (89) ◽  
pp. 509-528
Author(s):  
Ahn Joo-Hoh
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Teaching Materials

LiLa – methodisches Portal für Didaktisierung von authentischen Texten im DaF-Unterricht

2021 ◽  
pp. 115-134
Author(s):  
Petr Pytlík ◽  
Jana Veličková ◽  
Vojtěch Štilec
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Scientific Concept ◽  
Cultural Education ◽  
Teaching Materials ◽  
Authentic Texts ◽  
Scientific Disciplines ◽  
Theoretical Foundations ◽  
Practical Teaching

LILA – THE METHODOLOGICAL PORTAL FOR WORK WITH AUTHENTIC TEXTS IN GERMAN CLASSES The cultural and scientific concept of linguistic landscapes is not used strictly in cultural and scientific disciplines anymore. Recently, several publications have appeared on theoretical foundations for the use of authentic and public texts in foreign language teaching, as well as on practical designs and their advantages for foreign language and cultural education. This article introduces the project „LiLa“ which develops on these latest trends and tries to transform them into practical teaching materials.

scholarly journals Sobre las particularidades de la enseñanza del español a estudiantes rusohablantes = On the particularities of the teaching of Spanish to Russian-speaking students

2018 ◽  
pp. 217
Author(s):  
Rafael Guzmán Tirado
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Spanish Language ◽  
Foreign Languages ◽  
Teaching Materials ◽  
Main Hypothesis ◽  
Contrastive Study ◽  
Education Levels

Resumen: La hipótesis principal que planteamos en el presente artículo consiste en que el estudio contrastivo de las lenguas puede ser de gran utilidad en la enseñanza de las lenguas extranjeras, pues permite al profesor descubrir los errores provocados durante su aprendizaje por la interferencia de la lengua materna del estudiante, lo que será esencial para seleccionar y organizar el material didáctico necesario. Para demostrar esta hipótesis nos hemos planteado como objetivo realizar un estudio de las principales particularidades de la enseñanza de la lengua española a los estudiantes de habla rusa y analizar los problemas y dificultades con las que se encuentran durante el proceso de aprendizaje del español, debido a las interferencias mencionadas. Estos datos permitirán a los profesores de ELE y de los diversos niveles educativos adoptar las estrategias y medidas correspondientes, así como establecer las estrategias necesarias y elaborar los materiales que permitan superarlas.Abstract: The main hypothesis in our article is that the contrastive study of languages can be very useful in the teaching of foreign languages, since it allows the teacher to discover the errors produced by the interference of the student's mother tongue, what will be essential to select and organize the necessary teaching materials. Starting from that principle, the objective of the present work is to carry out a study of the main peculiarities of the teaching of the Spanish language to Russian-speaking students, and analyze the problems and difficulties which these students find during the process of learning our language, due to the interference of their mother tongue. This will allow teachers of Spanish as a foreign language and teachers of the different education levels to adopt the corresponding strategies and measures.

scholarly journals Necesidades de formación del profesorado de Lengua y Literatura para el desarrollo de la argumentación informal en el comentario de texto

2019 ◽  
Vol 37 (1 Mar-Jun) ◽  
pp. 213-234
Author(s):  
María Isabel De Vicente-Yagüe Jara ◽  
María Teresa Valverde González ◽  
María González García
Keyword(s):  
Foreign Language ◽  
Qualitative Methodology ◽  
Professional Experience ◽  
Teaching Materials ◽  
Inductive System ◽  
Desarrollo Profesional ◽  
The Will ◽  
Informal Argumentation ◽  
The Government ◽  
Phenomenological Design

Este estudio se enmarca en un proyecto de I+D+i sobre la formación del profesorado de español como lengua materna y extranjera en la didáctica de la argumentación informal implicada en el comentario de texto, el cual ha sido patrocinado por el Ministerio de Economía, Industria y Competitividad de Gobierno de España. El objetivo general de la presente investigación consiste en profundizar en las demandas de formación y de materiales didácticospor parte de este profesorado para el desarrollo de la argumentación informal en el comentario de texto. La investigación se centra en una metodología cualitativa de diseño interpretativo-fenomenológico para explorar los significados que explican las demandas aludidas, por medio del instrumento de la entrevista realizada a 34 docentes, que han sido seleccionados como informantes clave en atención a su perfil y experiencia profesional. El proceso de análisis se ha llevado a cabo mediante la reducción de la información obtenida en un mapa de significados, a través de un sistema inductivo de categorización y codificación de los datos realizado por el programa de análisis cualitativo Atlas.ti 7.Finalmente, el diálogo propiciado a través de las entrevistas ha revelado argumentos de gran interés sobre las demandas de formación y de materiales didácticos que este profesorado formula con razones causales y con la voluntad de autentificar su desarrollo profesional competente en didáctica de la argumentación informal en el comentario de textos. This study is part of an R+D+i project on the training of teachers of Spanish as a first and foreign language in the didactics of informal argumentation involved in text commentary, which was sponsored by the Ministry of Economy, Industry and Competitiveness of the Government of Spain. The general aim of this research consists of delving into the demands of training and teaching materials for the development of informal argumentation when doing textcommentary. The research adopts a qualitative methodology with an interpretative-phenomenological design in order to explore the meanings that explain the aforementioned demands. 34 teachers were selected, and later interviewed, as key informants according to their profile and professional experience. Data analysis was conducted by means of the reduction of the information obtained in a map of meanings, through an inductive system of data categorisationand codification carried out with the qualitative analysis program Atlas.ti 7. Finally, the dialogue fostered through the interviews revealed arguments of great interest regarding the demands of training and teaching materials, which these teachers formulate with causal reasons and with the will to authenticate their competent professional development in the didactics of informal argumentation in text commentary.

Toward a Modified Structural Syllabus

1982 ◽  
Vol 5 (1) ◽  
pp. 34-51 ◽  
Author(s):  
Albert Valdman
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Target Language ◽  
General Context ◽  
Teaching Materials ◽  
Rhetorical Devices ◽  
Functional Orientation ◽  
Linguistic Means

This paper argues for an integration of the notion of communicative competence in the elaboration of syllabuses and the preparation of teaching materials for beginning and intermediate generalforeign languagecourses. A distinction is made between such courses and the teaching of English as a medium of wider communication on an international basis. In FL instruction, as opposed to the teaching of a MWC, metalinguistic, epilinguistic, or cultural objectives may be more highly valued than the use of language for daily communication. In addition, the general context of FL instruction precludes the authentic use of the target language in the classroom, a prerequisite for the attainment of communicative competence. The integration of the notion of communive competence in FL instruction, including the inclusion of notions and functions, involves the grafting of these last mentioned considerations onto a structural-situational-functional base. That base would be modified by moving in five directions: (1) adopting a functional orientation, i.e., providing learners with linguistic means to express notions and functions rather than the teaching of structures for their own sake; (2) focus on semantic notions; (3) cyclical progression; (4) aiming for discursive authenticity by identifying rhetorical devices) providing stylistic manoeuver by the recognition of the role of variants.

scholarly journals Involvement in Extracurricular Activities and Overcoming High Levels of Communication Apprehension among Saudi EFL Majors

2021 ◽  
Author(s):  
Lubna Alnaeem
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Extracurricular Activities ◽  
Communication Apprehension ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Classroom Activities ◽  
Efl Students ◽  
The Relationship

This study attempted to examine the relationship between participation in extracurricular activities and levels of Communication Apprehension (CA) among English as a foreign language (EFL) students and explore the students’ perspectives of how extracurricular activities affect their communication skills. The study addressed the following two questions: a) what is the relationship between EFL students’ involvement in extracurricular activities and their level of Communication Apprehension?, b) What are the EFL students’ perspectives regarding the effect of extracurricular activities on their communication skills?. The participants were 40 EFL students among 80 who participated in extracurricular activities at the College of Languages and Translation at Imam Mohammed bin Saud Islamic University in Riyadh. The participants were asked to complete a Personal Report of Communication Apprehension (PRCA-24) to examine their levels of CA as well as a questionnaire about their attitudes toward extracurricular activities. Additionally, semi-structured interviews were conducted with 8 participants to explore their perspectives in depth. The findings showed that most participants had moderate levels of CA and that 100% of the participants agreed that participation in extracurricular activities helped them reduce CA and improve their communication skills. The study also showed that extracurricular activities were more helpful than classroom activities in improving communication skills. This study is significant in that it shed the light on the importance of involvement in extracurricular activities and their role in improving EFL students’ communication skills and lowering CA levels. Thus, it is recommended to encourage EFL students to participate in extracurricular activities and consider including such activities in course requirements and teaching materials.

scholarly journals Una taxonomía de las habilidades involucradas en el aprendizaje de un idioma extranjero

2020 ◽  
pp. 117-122
Author(s):  
César Saldaña Fernández
Keyword(s):  
Complex System ◽  
Foreign Language ◽  
Native Language ◽  
Basic Tool ◽  
Teaching Materials ◽  
Systematic Analysis ◽  
Long Period ◽  
Grammar Rules ◽  
The Common ◽  
The Moment

ResumenEl presente estudio constituye un análisis sistemático de las habilidades mayores, sub-habilidades y micro habilidades involucradas en el dominio de un idioma. La gente en general no está consciente de que el idioma es un sistema de habilidades y estructuras sumamente complejo, debido a que es aprendido intuitivamente, por formación de hábitos, en un período de práctica considerablemente extenso. El proceso empieza en el momento en que uno tiene uso de razón, y continúa hasta la adultez. Las reglas idiomáticas se aplican por analogía en forma automática sin aplicar el razonamiento consciente, pero sin que carezcan de pensamiento racional. Aunque este estudio no tiene un valor práctico para el hablante común y corriente, sí es muy valioso para quien pretende enseñar una lengua extranjera, pues le permitirá ordenar sus materiales de enseñanza, graduarlos de acuerdo a la prioridad de las habilidades, y saber que el dominio de alguna habilidad no deriva necesariamente en el dominio de otra. Así, pues, constituye una herramienta fundamental para el efecto de comprender la naturaleza del idioma y enseñarlo eficientemente.Palabras clave: taxonomía, habilidad, habla, concepciones, suposiciones, correlación, fonológico, morfológico, sintáctico, discurso. AbstractThis study is a systematic analysis of the major skills, sub skills, and micro skills involved in the mastery of a language. People are not generally conscious of the fact that a language is avery complex system of skills and structures, because a native language is learned intuitively, through habit acquisition, for a rather long period of time. This process begins at the moment thechild is mentally conscious; and it is continued until adulthood. Grammar rules are applied by analogy, automatically, without conscious reasoning. Although this study does not have a practicaluse for the common speaker, it is very valuable for a person who intends to teach a foreign language, since it allows to order his/ her teaching materials, and grade them according to a priorityof skills, and understand that the mastery of a skill does not necessarily produces the mastery of another. So, this analysis is a basic tool for understanding the nature of a language andteaching it efficiently.Keywords: taxonomy, skill, speech, ideas, assumptions, correlation, phonological, morphological, syntactical, discourse.

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