ANALYSIS OF FOREIGN LANGUAGE TEXTBOOKS IN TERMS OF TRANSVERSAL SKILLS

2020 ◽  
Vol 1 ◽  
Author(s):  
Jolanta Zastavnaja
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
English Language ◽  
Communicative Skills ◽  
21St Century Education ◽  
Knowledge And Skills ◽  
Descriptive Research ◽  
Language Textbooks ◽  
English Textbooks ◽  
Collaborative Skills

In Europe in the second half of the 20th century, events such as radical economic and social change, globalisation and its expression in culture, politics, the economy and the environment, and progress in scientific and information technology had an impact on education. At school, today's students must be taught such knowledge and skills so that they can survive and be successful in the changing 21st century. Preparing students for life and work is in the spotlight in 21st-century education. The aim of the study is to explore and analyse the development of transversal skills in English language textbooks and to explore the possibilities in order to evaluate English language textbooks in terms of transversal skills. In this research, five English textbooks for 1st-3rd grade were analysed. Qualitative research, descriptive research and content analysis were used in this research. The author reveals that in the latest English textbooks, issued in 2017 and 2018, there are significantly more tasks, thus creating transversal skills for students. In turn, older English textbooks, issued in 2013, lack tasks based on a transversal skills approach. The result of this study shows which English textbooks of the five the author of this study recommends using at school in terms of their transversal skills. From this study, the author has created a recommended checklist for teachers in order to analyse foreign language textbooks in terms of communicative skills, collaborative skills, critical thinking and creativity skills.

A Multimodal Analysis of Affect and Attitude Education in China’s English Textbooks

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Peter Teo ◽  
Jianbin Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Visual Representations ◽  
Appraisal Theory ◽  
Knowledge And Skills ◽  
Multimodal Analysis ◽  
Raising Awareness ◽  
The World ◽  
English Textbooks

Abstract In many countries around the world, the focus of education has seen a distinct shift from knowledge and skills equipping to the cultivation of values, attitudes and even affect. This study focuses on the verbal and visual representations of affect and attitude in a set of English as a Foreign Language (EFL) textbooks published in China. By analyzing the verbal and visual attitudinal meanings through the analytic lenses of appraisal theory and visual grammar respectively, the paper shows how verbal and visual resources with positive appraisal meanings are employed to foster positive affect and attitudes toward English language learning, China, and foreign cultures in the textbooks. While these verbal and visual resources echo generally concordant attitudinal meanings, some significant dissonances were also detected. For instance, tensions seem to exist between strengthening local loyalties to China while promoting a global outlook, raising standards of English language among Chinese students by appealing to Anglo-centric models of proficiency, and raising awareness of foreign cultures by invoking familiar local customs and practices. These findings hold important implications for language educators, curriculum designers and educational researchers working in the field of multimodality.

scholarly journals The Islamic Values Implemented in the English Language Syllabuses for the First Three Grades in Jordan

2019 ◽  
Vol 6 (2) ◽  
pp. p299
Author(s):  
Dr. Mohammad Dayij Suleiman Al.qomoul
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Primary Grades ◽  
The Subject ◽  
And Behaviors ◽  
Language Textbooks ◽  
Islamic Values ◽  
Learning English

The study aimed at investigating the Islamic values basically (faith, worship, moral, and social) that could be implemented in the English language syllabuses of the first three grades in Jordan. The researcher revised those three syllabuses and found some fundamental Islamic values which affect the students’ behavior. “Words, phrases and sentences” are taken as original units for analysis and investigations. The subject of the study consisted of all the English language textbooks (Student’s Books and Activity Books) of the first three grades in Jordan. The sample of the study is the subject of the study itself, since the researcher analyzes all the English language books for the three primary grades in Jordan. The selected values are important in realization of goals and behaviors of learning, in general and in learning English as a foreign language, in particular. For values have the power of developing personality, which in turn, makes learning more effective and permanent. The findings of the study show that some fundamental Islamic values were implemented in these textbooks with some variation from one grade to another and some others are totally absent as shown in the Tables (1-5). Based on the findings of the study, the researcher attempts to figure out some remarkable suggestions and recommendations.

EUROPEANIZATION OF THE UKRAINIAN SYSTEM OF HIGHER PEDAGOGICAL EDUCATION THROUGH THE IMPROVEMENT OF UNDERGRADUATES’ FOREIGN LANGUAGE COMMUNICATIVE SKILLS

2019 ◽  
Vol 3 ◽  
pp. 443
Author(s):  
Yevhen Gromov ◽  
Alla Kolomiiets ◽  
Dmytro Kolomiiets ◽  
Iryna Mazaikina ◽  
Olga Nalyvaiko
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Academic Discipline ◽  
Academic Community ◽  
Educational Process ◽  
Academic Disciplines ◽  
Communicative Skills ◽  
Gradual Introduction ◽  
Pedagogical Science

The article is devoted to the problem of improvement of the foreign language communicative skills of future Masters of Pedagogical Science. Special attention has been given to the issue of gradual introduction into the educational process the practice of teaching undergraduate students some academic disciplines in the English language. The authors share their successful experience of teaching undergraduates of the Physical-Mathematical and the Informational-Technological specialties general-academic disciplines in English. This practice is considered one of the effective ways to increase the students’ foreign language competence. On the example of a general-academic discipline «Methodology and Principles of Scientific Research» the authors prove the urgency and expediency of teaching certain subjects in the foreign languages to the applicants of the Master's Degree in Pedagogical Science. The purpose of this article is to demonstrate the importance of such practice and to show that teaching some general subjects in English can become a significant factor of improvement of the students’ foreign competence, which in turn contributes to the integration of the Ukrainian scientific-pedagogical community into the European academic community. 

scholarly journals Linguistic formulas - a priority of modern teaching "In the universe of grammar I"

2021 ◽  
Vol X (3) ◽  
pp. 147-151
Author(s):  
Nana Shavtvaladze ◽  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
21St Century ◽  
Online Teaching ◽  
English Language ◽  
The Common ◽  
A Priority ◽  
The Given ◽  
The Universe

We have the variety of forms, ways, methods, strategies of teaching in the 21st century. It`s important to achieve the goal, to gain the result, to perceive the given materials. Everyone is free to choose any ways from the given approaches. Most of the textbooks are dedicated to English language. English is dominated worldwide and it`s not only foreign language but a second language as well in many countries. There are different visions and approaches in teaching a language as a foreign or as a second one. Textbooks are mades based on the four skills: reading, writing, speaking, listening. Demand of Georgian as a foreign language has increased. Many philologists have occupied themselves with teaching Georgian as a Foreign language. Plus, they have means of teaching, once there are many textbooks already created, especially for the beginner levels. Online teaching has also increased these demands. Every author forms his/her own style, approach and vision when creating a textbook. In my opinion, it`s important to first calculate the common methodical view from the beginning to the end and only then start working on the new textbook. This kind of approach helps instructor gain the results and consistent logical motion is encouraging hopeful for the student.

scholarly journals AN ANALYSIS OF THE IMPLEMENTATION OF LEARNING AND INNOVATION SKILLS IN 21ST CENTURY EDUCATION IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN SMA NEGERI 2 SINGARAJA

2020 ◽  
Vol 8 (2) ◽  
pp. 42
Author(s):  
H. Prayoga ◽  
N. N. Padmadewi ◽  
D. A. E. Agustini
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
English Teachers ◽  
English Teacher ◽  
Research Subjects ◽  
Teaching English ◽  
21St Century Education ◽  
English As Foreign Language ◽  
Skills Learning ◽  
Different Levels

The 21st century education brings changes in the classroom practices that are increasingly complex along with the development of the technology. This demands the teachers to adapt their teaching and insert 21stcentury skills in the classroom. This research aimed data analyzing how English  teachers implements learning and innovation skills of 21st century education in teaching English as a foreign language in SMA Negeri 2 Singaraja. A mixed-method was implemented as the method in this study. The research subjects were4 English teachers in SMA Negeri 2 Singaraja. Due to pandemic situation of Corona virus, the data were collected using questionnaire and interview without observations. The results of the questionnaire and interview showed that English teacher inserted learning and innovation skills in their objectives and activities in lesson plans and the English teacher taught the students by inserting the learning and innovation skills. However, the teachers faced problems especially in choosing appropriate materials for their students who are in different levels of abilities.Keyword: 21st century skills, learning and innovation skills

scholarly journals A Study of the Teaching-Learning Challenges of the 21st Century at University ELT Classroom

2021 ◽  
Vol 5 (1) ◽  
pp. 16-24
Author(s):  
Laila B. Shareef ◽  
Nada J. Abbas
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
English Language ◽  
Pearson Correlation ◽  
After School ◽  
Current Time ◽  
Learning Challenges ◽  
Collaboration Skills ◽  
Teaching Learning ◽  
University Degree

With the increased anticipation of a university degree as a requirement for workforce entry, the criticism of business leaders, and the general public, it becomes critical for institutions of higher education to know what they are offering students, especially the English language and how well this subject is being presented. Therefore engaging and preparing students for life after school is a great challenge to teachers and institutions. Through the implementation of new tools and practice, this study was designed to explore the teaching-learning challenges of the 21st century at the university ELT classroom. The researcher administered a questionnaire to 171 students and 40 faculty members from three universities in Erbil, Kurdistan Region of Iraq. Statistical Package analyzed the data for Social Science, including Descriptive statistical analyses such as the mean and standard deviation, also Pearson Correlation and ANOVA test to compare the groups' responses. The results showed that learning a second/foreign language collaboration skills while in the classroom inside universities is one of the suitable ways for learning in current time. Also, students in universities have been able to assess their collaboration skills when working via group effectively and positively effect their learning of the English language. Finally, the students have tried to develop their skills by using technology as a tool for learning; this is showing as finding in this study that the availability of tools or technology devices positively and effective factor for students to learn second/foreign language and skills in their universities.

The role and place of English language textbook in development of students’ communication competence skills

2020 ◽  
pp. 92-97
Author(s):  
N.V. Maklakova ◽  
◽  
E.I. Besedina ◽  
I.A. Maklakov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Correct Choice ◽  
Written Communication ◽  
Training Aids ◽  
Training Materials ◽  
In Series ◽  
English Textbooks

Presented is the analysis of correct choice of EFL Textbooks in the context of developing students’ effective communicative writing skills. Despite the needs of society for specialists, able to write in foreign language, most school graduates are not ready for written intercultural communication. Today, we should change the strategy of developing written communication skills and consider them as a goal, rather than as a means of teaching and learning. The paradigm shift is supposed to be reflected in training materials that should be appropriately selected in accordance with the goal. To be effective, the choice of training aids ought to be based on appropriate criteria. Our research was aimed to determine criteria for selecting EFL textbooks for effective developing written communication skills of students. The proposed criteria were verified in series of modern English textbooks.

Distance Learning in 21st Century Education

2011 ◽  
pp. 711-719
Author(s):  
Caroline Howard ◽  
Richard Discenza ◽  
Murray Turoff
Keyword(s):  
Distance Learning ◽  
21St Century ◽  
Learning Process ◽  
Cell Phones ◽  
Colleges And Universities ◽  
21St Century Education ◽  
Knowledge And Skills ◽  
Teaching Tools ◽  
Tools And Techniques ◽  
Traditional Approaches

Colleges and universities around the country are scrambling to keep pace with the innovations in technology to engage a generation of students that come to campus with laptops, camera cell phones, and the knowledge and skills on how to use Google. Some professors make available course websites while others use podcast lectures, but these are often considered experimental. Many of these tools and techniques aim to revolutionize the learning process, however, many faculty and students worry that these advances are just distracting from the material and from time tested methods of teaching. Since no one understands the full impacts of these teaching tools or about their long range effectiveness, for now, colleges and universities are engaged in a beta test to determine how technologies will co-exist with or replace the traditional approaches. The challenge of each innovation is that it must be carefully measured against the successes of the traditional approaches.

scholarly journals An Evaluation of Sub-Skills (Vocabulary, Grammar and Pronunciation) in the Grade 9 English Textbook of Afghan Secondary Schools

2019 ◽  
Vol 8 (5C) ◽  
pp. 1236-1241
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Policy Makers ◽  
School Textbook ◽  
English Textbooks ◽  
Grammatical Structures

English language is a part of the school's curriculum in all levels in Afghanistan as a foreign language. Despite it being including for decades, very little research has been done in regard to the quality and evaluation of the ELT English textbooks. The current study investigates and evaluates English Language Sub-skills of the secondary school textbook “Grade 9” to evaluate the effectiveness of the materials for the teaching and learning of the subskills. The Eclectic Checklist of Demir & Ertas (2014) has been selected for evaluating the selected English textbook. The findings indicate that the selected textbook lacks contextualized usage of vocabulary, systematic representation and sufficient explanations of grammatical structures, and appropriate usage of pronunciation activities. Furthermore, the findings indicate that the textbook needs improvements in developing and presenting the sub-skills of English language appropriately, particularly grammar and pronunciation. These findings will be helpful to policy makers and ELT textbooks developers of Afghanistan to represent the contextualized and appropriate usage of the English Language sub-skills in upcoming versions of ELT textbooks.

scholarly journals Bilateral Interpretation and Its Teaching Methods to Foreign Students

2020 ◽  
Author(s):  
Andrey Sotnykov ◽  
Tetiana Bogdanova ◽  
Liudmyla Vasylchuk
Keyword(s):  
International Students ◽  
Foreign Language ◽  
South Korea ◽  
21St Century ◽  
Teaching Methods ◽  
Foreign Students ◽  
English Language ◽  
Digital Technologies ◽  
Practical Experience

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

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