scholarly journals Influence of Verbal Behavior Training on Performance for Sustainable Development in Childhood and Early Adolescence

2020 ◽  
Vol 12 (12) ◽  
pp. 5140
Author(s):  
Miguel A. Maldonado ◽  
Francisco J. Alós ◽  
Amapola Povedano-Díaz
Keyword(s):  
Sustainable Development ◽  
Psychosocial Adjustment ◽  
Teaching Method ◽  
Language Teaching ◽  
Teaching Methodology ◽  
Experimental Conditions ◽  
Teaching Methodologies ◽  
Experimental Procedure ◽  
Special Relevance ◽  
Practical Implications

The effective teaching of language is an aspect of special relevance regarding the good adjustment of children in contexts such as school, family, or community. This article performs an experimental procedure to check which language teaching methodology is most effective in a sample of children. The objective was to analyze the influence of training, Condition 1 (pure tacts more intraverbal) or Condition 2 (pure tacts more impure tacts), on emergence of two tests involving impure tacts (AB-C, AB-D) and four new complex intraverbals (BC-D, BD-C) for each of two sets of stimuli (Set 1 and Set 2). The sample comprised 54 children aged between 6 and 12 years, divided into two groups of different experimental conditions. The results revealed statistically significant differences in performance on the tests of impure tacts and complex intraverbal, obtaining highly effective results in Condition 2. This teaching method using compound stimuli (impure tacts) clearly favors the expansion of language. The practical implications of this work can be more effective language teaching methodologies implemented that favor the good psychosocial adjustment of children in contexts such as family, school, or the community in general.

scholarly journals Investigating the Assumptions of Pedagogy

2001 ◽  
Vol 20 (2) ◽  
pp. 112-128 ◽  
Author(s):  
Judith E. Rink
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Learning Processes ◽  
Learning Theories ◽  
Teaching Methodology ◽  
Teaching Methodologies ◽  
The Relationship

The purpose of this article is to discuss the relationship between learning theories and teaching methodology from the perspective of the researcher and the teacher. All teaching methodologies have their roots in particular learning theories. Teaching methodologies are discussed in terms of the learning theories upon which they are founded. Learning theories are discussed in terms of their assumptions and the issues which divide them. A case is made that researchers need to validate the treatment not only in terms of the methodology the teacher uses but the learning process experienced by the learner. If it is the process which produces particular kinds of learning, then teachers need to be knowledgeable about the assumed learning processes of a teaching method and be able to observe for and teach for that process.

scholarly journals English Foreign Language Teachers’ Pedagogical Beliefs: Traditional Teaching and Language Socialisation

2020 ◽  
Vol 8 (3) ◽  
pp. p101
Author(s):  
Alanazi Khatmah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Teaching Method ◽  
Language Teaching ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Traditional Teaching ◽  
Teaching Methodologies

Teachers’ beliefs play a key role in the selection of language teaching methodologies. They affect teachers’ pedagogical practices and behaviors and are, consequently, integral in shaping the language learning classroom environment. This study investigates the beliefs of teachers of English as a Foreign Language in relation to the concepts of traditional teaching method (e.g., Grammar-Translation Method) and language socialisation which emphasises the importance of socialization within social norms of the target community through exposure and interaction. The study uses questionnaire and interview to examine the beliefs of 28 teachers about language teaching methods in a Saudi higher education context. The findings revealed that, despite the fact that teachers continue to believe in traditional teaching methods, they show considerable support for language socialisation in language learning. Therefore, the findings suggest the need for teachers to explore their beliefs on teaching the foreign language and creating teachers’ awareness of teaching methodologies (e.g., awareness of factors associated with language socialisation such as interaction and the focus on meaning rather than form).

scholarly journals Didactic Bases of Turkic Language Teaching Method as a Foreign Language

2020 ◽  
Vol 9 (8) ◽  
pp. 24
Author(s):  
Gulnara Rasikhovna Shakirova ◽  
Firaz Fakhrazovich Kharisov ◽  
Askarbek Kabykenovish Kusainov
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Educational Process ◽  
Federal State ◽  
Teaching Methodology ◽  
Problem Solution ◽  
Native Languages ◽  
Teaching Aids ◽  
Teachers And Students ◽  
State Educational

The article is devoted to disclosing the didactic foundations of Turkic language teaching methodology as non-native languages by the example of one of the developed languages - the Tatar language, which, according to UNESCO, is one of the easily acquired languages of the world. The new generation of federal state educational standards sets new requirements for the educational community, namely, implementing a system-activity approach during the educational process organization in public education organizations, which provides for the development of universal educational actions for students. It was established that the proposed didactic principles would contribute to the solution of these problems. During the study, we have proved the effectiveness of their use in conjunction with innovative technologies and teaching aids. However, the final result of the work of a teacher and a student will always depend on the skillful organization of the educational process, on the choice of effective teaching methods and techniques, i.e., the way teachers and students interact, directing their actions to particular problem solution (especially at primary school). At the same time, they concluded that students' communicative abilities would be much higher if teachers take our recommendations into service.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

Insertion of vowels in English syllabic consonantal clusters pronounced by L1 Polish speakers

2021 ◽  
Vol 7 (1) ◽  
pp. 331-341
Author(s):  
Urszula Chwesiuk
Keyword(s):  
Language Learning ◽  
Teaching Methodology ◽  
English Studies ◽  
Vowel Reduction ◽  
Potential Influence ◽  
English System ◽  
The Difference ◽  
Practical Implications ◽  
Different Levels

Abstract The aim of this study was an attempt to verify whether Polish speakers of English insert a vowel in the word-final clusters containing a consonant and a syllabic /l/ or /n/ due to the L1–L2 transfer. L1 Polish speakers are mostly unaware of the existence of syllabic consonants; hence, they use the Polish phonotactics and articulate a vocalic sound before a final sonorant which is deprived of its syllabicity. This phenomenon was examined among L1 Polish speakers, 1-year students of English studies, and the recording sessions were repeated a year later. Since, over that time, they were instructed with regard to phonetics and phonology but also the overall practical language learning, the results demonstrated the occurrence of the phenomenon of vowel insertion on different levels of advanced command of English. If the vowels were inserted, their quality and length were monitored and analysed. With regard to the English system, pronouncing vowel /ə/ before a syllabic consonant is possible, yet not usual. That is why another aim of this study is to examine to what extent the vowels articulated by the subjects differ from the standard pronunciation of non-final /ə/. The quality differences between the vowels articulated in the words ending with /l/ and /n/ were examined as well as the potential influence from the difference between /l/ and /n/ on the occurrence of vowel reduction. Even though Polish phonotactics permit numerous consonantal combinations in all word positions, it proved to be challenging for L1 Polish speakers to pronounce word-final consonantal clusters containing both syllabic sonorants. This result carries practical implications for the teaching methodology of English phonetics.

Development of Competitive Skills in Future Mechanical Engineers

2010 ◽  
Author(s):  
F. Jorge Lino ◽  
Teresa P. Duarte
Keyword(s):  
Teaching Method ◽  
Scientific Article ◽  
Good Tool ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
Continuous Evaluation ◽  
University Courses ◽  
Scientific Report ◽  
The Web ◽  
Innovative Teaching Method

Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.

The identity crisis of sustainable development

2014 ◽  
Vol 11 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Catalin Ratiu ◽  
Beverlee B. Anderson
Keyword(s):  
Sustainable Development ◽  
Design Methodology ◽  
Identity Crisis ◽  
Primary Data ◽  
Future Research ◽  
Clear Understanding ◽  
Content Type ◽  
The Public ◽  
Larger Sample ◽  
Practical Implications

Purpose – There are many different conceptualizations to sustainable development and these different approaches may have led to confusion amongst the public. The purpose of this paper is to explore the identities of the term and how the confused identity may be leading to problems for sustainable development efforts. Design/methodology/approach – The design is exploratory, using both secondary and primary data to understand the different sustainable development concepts. Findings – There is no consistent understanding or use of the term “sustainable development” among various groups. Research limitations/implications – Future research should include a larger sample that is more representative of people from different backgrounds and geographical areas. Practical implications – The public is generally willing to support only projects that it understands. Without a clear understanding of sustainable development, the public will be less inclined to support these efforts. Originality/value – This study examines the perceptions and understandings of the term by the general public representing different generations.

Digital librarianship practice and open access technology use for sustainable development in Nigeria

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Omorodion Okuonghae ◽  
Edwin Iroroeavwo Achugbue
Keyword(s):  
Sustainable Development ◽  
Open Access ◽  
Technology Use ◽  
Industrial Revolution ◽  
Access Technology ◽  
Content Type ◽  
Descriptive Research ◽  
Education Fund ◽  
Social Media Tools ◽  
Practical Implications

Purpose The continuous advancement in technology has disrupted practices in many sectors, including education. Thus, this study aims to examine digital librarianship practice and open access technology use for sustainable development in Nigeria. Design/methodology/approach The survey type of descriptive research design was adopted in this study while the population of the study comprised librarians in universities in Delta State. A total of 38 randomly selected librarians from four universities in Delta State were used for this study, and the data collected were analysed using descriptive statistics. Findings This study revealed that the level of digital librarianship practice in university libraries in Delta State for sustainable development is low; just as social media tools, open source integrated library systems and Google Cloud Platforms are the most commonly used open access technologies in the libraries. Furthermore, this study showed that perennial factors such as poor funding of education, inadequate quality educational infrastructure, mismanagement of education fund among others are hindrance to sustainable development in the country’s educational sector. Research limitations/implications This study is limited in its use of only one state (out of 36 states and the Federal Capital Territory, Abuja) in Nigeria for this research. Also, social desirability bias on the part of the respondents could have influenced the pattern in which the respondents reacted to items in section D. Practical implications This study has practical implications for the sensitization and training of librarians towards leveraging on the various open access technologies in delivering effective library and information services required in the Fourth Industrial revolution. Originality/value This study seeks to pioneer a new area of focus by examining digital librarianship practice and open access technology use as enablers of sustainable development.

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