Intensive developing of computing technologies and the necessity of using them in the educational process ask a modern teacher to possess both skills on a discipline and knowledge of information technologies. The paper analyzes the reasons of using webquests in the process of teaching foreign languages, and focuses on the following formats of webquests like HotList, Treasure Hunt, WebQuest, etc. Pros and cons of using them in the educational process are analyzed as well. The most popular up-to-date (...) webquests are classified starting with the simplest programs like Hotlist and up to the most sophisticated platforms, for example WebQuest. The paper offers a possible review of webquest platforms and programs and explores their educational potential also giving certain examples of efficient using of the web quests either at seminars or during students’ self-work in economic universities. (shrink)

Contents include Language as a Means of Mental Culture and International Communication (1853; 2 vols) by Claude Marcel; The Mastery of Languages, or the Art of Speaking Foreign Tongues Idiomatically (1864) by Thomas Prendergast; Introduction to the Teaching of Living Languages without Grammar or Dictionary (1874) by Lambert Sauveur; and The Art of Teaching and Studying Languages (1880; English translation 1892) by Francois Goiun.

Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students’ academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations (...) between EFL teachers’ cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers’ equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed. (shrink)

96 Normal 0 false false false PT-BR JA X-NONE : Recorre-se aqui à história, aos construtos teóricos e às políticas curriculares com vistas a apreender como o que é historicizado, almejado e prescrito impacta a materialização desse conjunto na elaboração da dimensão do planejamento de ensino do Componente Curricular Língua Estrangeira-Inglês do Ensino Médio Integrado ao Técnico. Para tanto, o presente trabalho caracteriza-se como exploratório e descritivo e faz uso das pesquisas bibliográfica e documental. No total, são analisados, qualitativa e (...) quantitavamente, vinte e dois planos de cursos e quatorze ementários, os quais foram catalogados nos sítios eletrônicos de IFs. Os resultados da análise evidenciam que o EMIT 1) singulariza-se pelos fundamentos oriundos da concepção de educação onilateral e politécnica e de escola unitária, pelos fundamentos de currículo integrado e mostra-se inclinada a superar a dualidade histórica entre formação geral e formação profissional; 2) tem seus fundamentos hibridizados no âmbito das recentes políticas curriculares de modo que o horizonte da politecnia acaba ficando a cargo das próprias instituições que o adotarem e 3) e o CCLEI podem sincronizar-se caso os objetivos linguísticos e instrumentais se conjuguem com os objetivos educacionais o que pode ser feito à luz abordagem de letramento crítico integrada às outras abordagens de ensino hegemônicas no Brasil. Palavras-chave: Ensino Médio. Educação profissional técnica. Educação politécnica. Língua estrangeira. (shrink)

One of the significant courses in Chinese universities is English. This course is usually taught by a foreign language instructor. There will, however, necessarily be some communication hurdles between “foreign language teachers” and “native students.” This research presents an emotion recognition method for foreign language teachers in order to eliminate communication barriers between teachers and students and improve student learning efficiency. We discovered four factors of emotion recognition through literature analysis: smile, eye contact, gesture, and tone. We (...) believe that differences in foreign language teachers’ performance in these four areas will have an impact on students’ emotion recognition and, as a result, on their learning efficiency. The influence of the foreign language teacher’s eye contact and gestures is larger in the decision whether can improve the students’ classroom learning efficiency, according to 43 of the questionnaire data analysis. The second is the tone and smile. Our research contributes to the body of knowledge on emotion recognition in university foreign language teachers by presenting a practical method for recognizing emotion in foreign language teachers. We recommend that college foreign language teachers pay attention to eye and gesture communication with students in English classrooms based on the findings. By enriching the style of emotional expression in class, college language teachers, particularly foreign language teachers, can improve communication, and connection with students. (shrink)

Source: Author: Olena Znanetska In the current article the problem of foreign communicative competence of higher school students has been considered. The notion, the main point and the components of higher school students` foreign competence have been analyzed. The scientific works under the problem have been investigated. ]]>.

This research aims to investigate the impact of learning lexical chunks on the English as a Foreign Language Saudi learners’ speaking fluency. The study uses an intervention with intermediate Saudi learners comprising lexical chunks based upon the books Collocation in Use and Common Idioms in English. Findings obtained from the post-test show that the experimental groups scored significantly better when compared to their performance in the pre-test of speaking fluency. On the contrary, the difference in the performance of the (...) control group between the pre and post-tests is not significant as far as speaking fluency is concerned. The findings also show that the experimental group participants had favorable sentiments regarding explicit lexical chunk training. The research has theoretical and practical consequences in teaching and learning a foreign/second language. (shrink)

Similar to learning the grammatical structures of a foreign language, one problem that students face in learning logic is that many of the operations and concepts they need to learn require more practice to fully master. To solve this problem, the author proposes the use of “repetitive exercises”, exercises that aim to develop a familiarity with a concept or operation through repeatedly focusing on that concept or operation. According to the author, the best method for implementing these exercises is (...) the use of on-line teaching environments, specifically WebCT, which allows instructors to develop exercises that they deem appropriate and allows for mechanical grading. Finally, the paper provides an overview of why WebCT is preferable to the use of Blackboard, and notes that the major drawback to the online solution is its poor support for the symbols used in propositional and predicate logic. (shrink)

The availability of modern web resources has a significant impact on the effectiveness of education, since it allows the teacher to use and implement new teaching methods that provide several advantages in organizing the educational process. The article demonstrates the possibilities of online resources when teaching foreign language.

The sentence is a fundamental unit of language (Ferreira & Çokal, 2015). Comprehending a sentence lies in extracting its meaning, which is closely related to its syntactic structure. One sentence m...

Culturally responsive teaching has been found to promote student engagement and enhance learning in the classroom. As an effective pedagogy, the past decade has witnessed a soaring interest in exploring teachers’ competence, self-efficacy, and influencing factors in implementing CRT across school subjects. However, scant attention has been directed to language teachers’ engagement with CRT. Given the increasing diversity in students’ socio-economic status, cultural backgrounds, learning needs and preferences in English language classrooms, CRT has also become a prominent concern in (...) China. This study sets out to explore English as a Foreign Language teacher engagement with CRT in rural schools in China. With a multi-case study of eight EFL teachers, the researchers collected data through individual interviews and classroom observations. Four types of teacher engagement based on the foci were identified and were further characterized by cognitive, emotional, and social aspects. This study also taps into the internal and external factors influencing the teachers’ engagement with CRT. Implications and suggestions were provided to tackle the problems of English Language Education in rural China and contexts alike worldwide. (shrink)

In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for (...) the pro- fessional education of Croatian law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties. Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world. (shrink)

Plagiarism is a serious problem in an academic environment because it breaches academic honesty and integrity, copyright law, and publication ethics. This paper aims at revealing English as a Foreign Language lecturers’ responses in dealing with some factors affecting students’ plagiarism practice in Indonesian Higher Education context. This study employed a qualitative method with case study approach. Eight experienced EFL lecturers were conveniently recruited, and the data were analyzed using thematic analysis technique. The results revealed that EFL students perpetrated (...) plagiarisms due to three factors; 1) convenient access to online resources allowed the EFL students to retrieve some information without properly citing the sources, 2) Questionable lecturers’ assessment, and 3) Student has poor academic writing-skills. The plagiarism practices are apparent in the Indonesian educational context, and this may produce other negative consequences, such as academic dishonesty and poor academic writing. However, further investigation is necessary to examine the relative contribution of each factor on students’ plagiarism practice. (shrink)

Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their English proficiency and comprehension. The data were analyzed by applying Miles’ and Huberman’s framework; data reduction, data display, and drawing then verifying conclusion. The findings showed (...) some positive and negative representative perceptions of the teachers dealing with the roles of the Indonesian in the teaching and learning EFL. The second findings showed and explored the roles of the Indonesian in the teaching and learning EFL. There were five roles by which the Indonesian contribute to such as Functional Equation, Competence Indicator, Linguistic Mediator, Communicative Language Paradigm, and Situational Language Use. The third findings explored the aspects in which the Indonesian had the roles to play in assisting the teaching and learning the EFL such as aspect of the Linguistic Item, aspect of Semantics, and aspect of Pragmatics. There were three other findings in this research that were explored and labeled as Linguistic Competence vs Linguistic Cognition, Cultural Behavior-Based Language, and First Language Interest. (shrink)

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in (...) class='Hi'>teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills. (shrink)

This study adopted a positive psychology perspective to investigate positive emotion and foreign language enjoyment among Chinese as a second language learners in an emergency remote teaching context amid the COVID-19 pandemic. A set of 90 preparatory Chinese language students was assessed for their level of foreign language enjoyment using the Foreign Language Enjoyment Scale. Participles' scores on self-perceived language achievement and actual test scores were adopted as the measurement of their Chinese language proficiency. The results (...) revealed that: CSL learners experienced high level of FL enjoyment in an online learning context, no significant correlation was found between FLE and leaners' actual language achievement nor between FLE and their self-perceived achievement, female learners showed higher FLE than male learners and gender was found to have a significant effect on FLE-Private, participants' geological location, i.e., whether in China or at home countries, significantly influenced their FLE, participants' regional group was not a significant predictor of FLE, and teacher-related variables and learner self-perceptions of achievement were strong predictors of FLE among CSL learners. The findings highlight the importance of teacher's role in an online learning environment and suggest that FLE may not boost performance in the short term for language beginners but is still conducive in the long run. Implications for both teachers and learners, and suggestions for future researches are provided. (shrink)

It is foreign languages that allow one to carry out one’s professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions in Eastern Europe, in particular Ukraine, includes (...) materialist and pragmatic and partly postmodernist trends, which need to be studied and analyzed in the context of a modern, postcolonial society. The research aims to systematize theoretical issues and generalize the experience of developing foreign language education for future humanities teachers in pedagogical universities in Ukraine, as well identify some proper ways to implement authentic and world experience into the modern practice of training future foreign language professionals. The following pedagogical strategies are considered to be certain productive areas in the combination of classical and postmodernist trends in education: the integration of repetitive teaching methods and creative activity; the combination of modular and problem-based learning; the use of non-communicative models and cognitive strategies of foreign language education; the introduction of models of foreign language education, which make it possible to specify social, professional and research activity of the student’s personality; the reinforcement of extra-curricular activities in the context of foreign language education. (shrink)

At present, there are so many learners in online classroom that teachers cannot master the learning situation of each student comprehensively and in real time. Therefore, this paper first constructs a multimodal emotion recognition model based on CNN-BiGRU. Through the feature extraction of video and voice information, combined with temporal attention mechanism, the attention distribution of each modal information at different times is calculated in real time. In addition, based on the recognition of learners’ emotions, a prediction model of learners’ (...) achievement based on emotional state assessment is proposed. C4.5 algorithm is used to predict students’ academic achievement in the multi-polarized emotional state, and the relationship between confusion and academic achievement is further explored. The experimental results show that the proposed multi-scale self-attention layer and multi-modal fusion layer can improve the achievement of ER task; moreover, there is a strong correlation between students’ confusion and foreign language achievement. Finally, the model can accurately and continuously observe students’ learning emotion and state, which provides a new idea for the reform of education modernization. (shrink)

This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits PBL implementation, the (...) materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning. (shrink)

The purpose of the study is to develop and describe the author's model of teaching foreign language listening using authentic video content. As a result, the author presents a six-stage model, which includes content-goal-setting, two activity-technological, two control-evaluative and revising-target stages, concretized through the system of communicative tasks. The novelty of the study lies in the identification of the linguo-methodological potential of authentic video content for teaching foreign language listening and modeling this process on the basis (...) of the corresponding principles – main and specific. (shrink)

Thanking, as other speech acts such as apologizing or requesting, can be performed in numerous contexts and, for their analysis, many crucial variables must be taken into consideration, which often are difficult to control. Besides these variables, speech acts are carried out in different situations, taking into account the culture in which they are performed. For example, thanking might be performed after alighting a bus in the UK, the USA or Australia, but this might not necessarily happen in Spain. The (...) aim of the study on which this paper is based, in to explore thanking contrastively in British English and in Peninsular Spanish from a pragmatic viewpoint, by looking at specific independent variables: the context and situation in which this speech act is performed, the relationship between the interlocutors who perform it, which includes social power and distance, and the reason for expressing gratitude. For the purpose of this investigation, a corpus of 128 textbooks for the learning and teaching of Spanish and English as foreign languages was used. It is important to note that, although these corpora are built on prefabricated dialogues and these can be regarded as abstractions of reality, the communicative situations found in the textbooks are aimed at depicting exchanges and linguistic patterns representing what naturally occurs in real conversations in both cultures. (shrink)

Source: Author: Oksana Gorbanyova The purpose of this study is to analyse the effectiveness of using interactive technologies in the process of teaching a foreign language at a higher educational institution. The principal result of our research is the analysis of the influence of using interactive techniques on acquiring communicative competence and personal development. The major conclusions estimate the significance of applying interactive technologies in learning process. ]]>.

In the field of teaching English to speakers of other languages (TESOL), much empirical research has investigated learner and teacher autonomy, agency, and identity. Yet, little prior research has...

Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic knowledge in this approach may exceed the capacity of an individual learner’s working memory, thus actually hindering the acquisition of writing skills. According to the collective working memory effect, it was hypothesized that teaching writing skills of English as (...) a foreign language by adopting a process-genre approach in collaborative conditions could lead to better writing performance, lower cognitive load, and higher instructional efficiency. The reported experiment compared learning writing skills of English as a foreign language in individual and collaborative instructional conditions from a cognitive load perspective, a rarely adopted approach in this field. The results indicated that the collaborative instructional condition was more effective and efficient than the individual instructional condition in improving the quality of written products as well as in optimizing the cognitive load experienced by the learners. Measures of cognitive load were used to support the cognitive load theory’s interpretation of the results, which is the unique contribution of this research study to the field. (shrink)