Discussion on the Teaching Method of Symbolic Words in Teaching Chinese as a Foreign Language from the Perspective of Intercultural Communication

2021 ◽  
Vol 3 (1) ◽  
pp. 123-129
Author(s):  
Dai Xuefei
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Teaching Method ◽  
Teaching Chinese

scholarly journals On the Application of Context Teaching in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Tingting Sun
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Chinese Culture ◽  
Teaching Method ◽  
Actual Situation ◽  
Major Difficulty ◽  
Continuous Development ◽  
Teaching Process ◽  
Important Position ◽  
Teaching Chinese

Chinese culture is broad, profound and rich in connotation. Often a word, word, sentence in different chapters will have different meanings, which is undoubtedly a major difficulty for students learning Chinese as a second language. With the continuous development of context theory, the important position of context teaching method in the teaching process has gradually emerged. Therefore, this paper will combine the actual situation of TCFL classroom, analyze and research the application strategy of context teaching in TCFL classroom.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

scholarly journals Comments and Analysis of the Main Schools of Modern Foreign Language Teaching Methods

2020 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Level System ◽  
Teaching System ◽  
Chinese Characteristics ◽  
Multi Level ◽  
Language Teaching Methods

<p>Modern foreign language teaching method is a diversified, multi-dimensional and multi-level system. It is helpful in improving the level of foreign language teaching in China and establishing a foreign language teaching system with Chinese characteristics to comment on and analyze some of the most influential foreign language teaching schools.</p>

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