HUMANE APPROACH IN TEACHING ENGLISH

Multilingual pedagogical strategies are instructional methods that take into account the multilingual nature of the classroom. These strategies are designed to accommodate students who speak different languages and help them to learn effectively in multilingual environment. The present study investigates the impact of code switching on students’ engagement in the teaching and learning of French as a Foreign Language (FFL) in secondary schools. The theory of Constructivism underpinned this study. The study adopted mixed method, explanatory sequential research design study where data was generated through the pre-test and post-test, focus group interviews and structured observations. The data was analysed using the SSPS. The study reveals that code switching helps learners to understand better French content, it also helps learners to be interactive in class which may ameliorate the performance of learners. Teachers are advised to use code-switching in the teaching and learning of French as a Foreign Language (FFL). The is a need to conduct a study on how teachers can best use code-switching in the teaching and learning of FFL.Keywords: code switching; student engagement; French as a Foreign Language

Problem and goal. A priority aspect of learning Chinese as a foreign language is the use of electronic educational complexes and materials. However, in the context of the complex digitalization of society, special factors appear that should be taken into account when developing and implementing appropriate electronic educational tools. The purpose is to explore the features and potential of e-resources for teaching Chinese as a foreign language in secondary school. Methodology. Theoretical analysis and generalization of the literature are used to describe the conditions for effective teaching of the Chinese language, and the problems of improving the quality of students' educational results. The experiment involved 52 students from the Vyatka Humanitarian Gymnasium. Learning Chinese as a foreign language is supported by StudyChinese.ru, Chinese Boost, Shibushi.ru services. Fisher's criterion was used for statistical data processing. Results. In the experimental group, primary school students used e-resources for comprehensive informatization at all stages of learning Chinese as a foreign language (speaking, listening, reading, writing, intercultural communication and collaboration). An assessment of learning outcomes was made and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed. The features of using e-resources for integrated informatization in the study of Chinese as a second foreign language in secondary school are described. Conclusion. The types of activities and interactive exercises in the information environment are formulated, which most effectively work to improve the quality of teaching Chinese as a second foreign language.

This paper demonstrates the results of the study on realization of regional approach in English language teaching at universities. The regional approach contributes to the formation of student’s personality as a worthy representative of any place. When it is included into teaching a foreign language it can also help students become familiar with the treasures of their own country’s culture, which is essential for the harmonious development of a modern personality. In addition, the realization of regional approach in the process of teaching English language allows students not only to better understand and assimilate individual linguistic phenomena and cultural realities but also to prepare students for future professional activities in their region. The aim of this research study is to examine students' regional awareness and assess the effectiveness of regional materials in teaching English. The experiment was conducted to determine whether awareness of regional materials in teaching English could enhance students' English language skills. The results of the experiment indicate that the majority of students understand the necessity of including regional content in the teaching process, and regional materials contribute to the development of students’ English language skills. The authors of the article believe that their recommendations will facilitate the realization of the regional approach in English teaching.

This study aims at reporting the results of a qualitative study investigating how English teachers implement the Scientific Approach (SA) in English teaching and learning at state junior high schools in Babat Toman. This study is particularly intended to answer three research questions: 1) How is scientific approach implemented in English teaching and learning at State Junior High Schools in Babat Toman, 2) What are the problems faced by the teachers in implementing scientific approach in English teaching and learning at state junior high schools in Babat Toman, and 3) What are the solutions to solve the problems in implementing scientific approach in English teaching and learning at state junior high schools in Babat Toman. The data were collected by using questionnaire, interview, observation, and document review. The participants of this study were the teachers of English, the vice-principal of curriculum, and the students. The findings of this study showed that the teachers used discovery learning to implement of scientific approach in the syntax of the learning model and five stages implemented in English teaching and learning. The problem faced by the teachers in implementing of scientific approach were, the students’ lack of critical thinking, the students’ difficulty in finding the answer of the problem, the students’ inability in analyzing the material, and the students’ lack of vocabulary mastery. The solutions used by the teachers to overcome the problem in applying Scientific Approach were: motivating the students to be more active in learning, giving some stimulates questions related to the material, comparing between the recent material and the previous materials, and translating the difficult words found by the students. The conclusion is the teachers had implemented scientific approach in the learning process.

This article reflects the situation of the use of information and communications technology (ICT) in the teaching of foreign languages in secondary schools in the city of Elbasan in Albania. We are specifically focused on learning more on how ICT is used and integrated in the teaching / learning of the French language in the secondary schools of the city of Elbasan. We think that the younger generation needs new tools to be more attractive, more motivated and more coherent. For this reason we have undertaken this study in the secondary schools in the city of Elbasan. The paper is focused on three main issues related to the following questions: To what extend is ICT used and integrated in the teaching/learning of foreign languages in secondary schools in the city of Elbasan, Albania? Does its usage facilitate the teaching/learning of the foreign languages?; Do the teachers have the proper qualification and knowledge to use ICT in their teaching practices?; We have carried out several questionnaires and interviews with the main stakeholders and we have also carried out experiments that demonstrate the advantages and disadvantages of using ICT in the teaching/learning of foreign languages, in our case of French as a foreign language in the secondary schools. We will also reflect the factors that promote or inhibit the integration and use of ICT in teaching and all the problems that teachers and students encounter while using ICT. DOI: 10.5901/mjss.2014.v5n19p373

English as international language is learned by many people all over the world. In certain country, like Indonesia, English is still regarded as foreign language different from in Philippine or Malaysia in which English is their second language. These different positions make the emergence of various ways of teaching English. This writing is aimed at describing one way of teaching English called communicative approach. The object of this writing is to see the advantages and weaknesses of this method applied for the beginners. The research is conducted at English Department Andalas University where third year students become the subject. Data are collected by observational method with note-taking and interviewing technique. The analysis is done by using referential identity method related to the concept proposed by Savignon (2002). The result of analysis is descriptively presented. Having analyzed data, it is found three advantages and three weaknesses of using communicative approach in teaching English for 3rd year English Department students. The advantages are (1) enhancing students’ competence in speaking English in various situation; (2) encouraging students to practice their English in real communication; (3) stimulating the students to speak communicatively; (4) motivating students to be brave interacting using English. The weaknesses are (1) focusing much on meaning not form; (2) regarding learning structure is useless and irrelevant; and (3) discouraging students who have lack vocabularies to speak. Keywords: Communicative Approach, English as an International language, English communication

It is a well known fact that the teaching of English as a foreign language in secondary schools has not been effective. Among other things, current teaching sets out to develop the four linguistic skills. However, students reveal a poor command of the language in whatever skill considered, which breeds poor motivation and lack of interest. Therefore, the ultimate aim of this thesis is to provide suggestions for the improvement of EFLT in secondary schools in Belo Horizonte. So as to reach this aim, we first discuss some theoretical issues such as language concepts, the development of linguistic skills versus communicative abilities, cognitive principles and motivational factors as well as methodological trends. This theoretical discussion is relevant for the next two steps — first, the evaluation of the current teaching situation in Belo Horizonte, and secondly, the proposal of an alternative guideline. The unfolding of this thesis and the proposal further reveal that the communicative approach to language teaching together with Ausubel's theory of meaningful verbal learning can make the process more meaningful, useful, and transferable. As a result, students are likely to be more motivated and interested. A final claim is that the whole teaching/learning process could be better contextualized by having reading as a pivotal activity, which is made apparent in the illustrative study module that closes this thesis.

В соответствии с новыми образовательными стандартами поэтапно осуществляется модернизация процесса преподавания второго иностранного языка, что требует поиска новых подходов к обучению. В данной статье рассмотрен вопрос о преподавании раздела «Письмо» при обучении китайскому языку для обучающихся общеобразовательных школ с точки зрения возможности внедрения метапредметного подхода. Данный подход предполагает не только овладение системой знаний при изучении второго иностранного языка, но и освоение универсальных способов действий. Процесс обучения при внедрении метапредметного подхода предполагает сознательное отношение к изучаемому материалу. В то же время сформированные универсальные учебные действия могут применяться для реализации научно-познавательного потенциала обучающегося на дальнейших этапах обучения. Рассмотрены различные подходы к обучению китайскому языку: академический, целостный, сознательный, системный, когнитивный, метапредметный. Когнитивный и метапредметный подходы в обучении иероглифическому письму, реализующиеся через целенаправленное обучение стратегиям учебно-познавательной деятельности и формированию универсальных учебных действий, рассмотрены в сравнении друг с другом. Представлена таблица, демонстрирующая различия подходов к обучению письменности с позиции репрезентации китайского письменного знака и различий содержания обучения. Проведен анализ авторских УМК по китайскому языку на предмет расхождений в видении авторами возможностей достижения метапредметных результатов. Проведенный анализ подтверждает недостаточную степень реализации метапредметного подхода в практике преподавания китайского языка как второго иностранного в средней школе, что, в свою очередь, является следствием недостаточной изученности соответствующей проблематики на теоретическом уровне. n accordance with the new educational standards, the modernization of the process of teaching a second foreign language is carried out step by step, which requires finding new approaches to teaching. This article considers the issue of teaching the section “Writing” while teaching the Chinese language to students of secondary schools in terms of the possibility of implementing a meta-disciplinary approach. This approach implies not only mastering the system of knowledge when studying a second foreign language, but also mastering universal ways of action. The learning process in the implementation of the meta-disciplinary approach implies a conscious attitude towards the material being studied. At the same time, the formed universal learning activities can be used to implement the scientific and cognitive potential of the student at further stages of learning. Different approaches to teaching Chinese are considered: academic, holistic, conscious, systemic, cognitive, and meta-disciplinary. The cognitive and meta-disciplinary approaches to teaching hieroglyphic writing, which are implemented through purposeful teaching of strategies of educational and cognitive activities and formation of universal learning activities, are considered in comparison with each other. A table showing the differences in approaches to teaching writing from the perspective of the representation of the Chinese written sign and the differences in the content of teaching is presented. An analysis of the authors’ textbooks on the Chinese language for the differences in the authors’ vision of the possibilities to achieve meta-disciplinary results is carried out. The analysis confirms the insufficient degree of implementing the meta-disciplinary approach in the practice of teaching Chinese as a second foreign language in secondary schools, which, in turn, is a consequence of the lack of study of the relevant issues at the theoretical level.

This research aimed: 1) to identify the implementation of scientific approach in English teaching at SMP N 1 Gringsing, 2) to identify the problems faced by the teachers and students implementing scientific approach in English teaching, and 3) to know the teachers’ solutions of the problems. The method used in this final project is descriptive qualitative. The writer used observation sheet and documentation gotten by recording the activities, and the lesson plan of the teachers in collecting data. The result of the analysis shows: 1) the implementation of scientific approach in teaching learning process at SMP N 1 Gringsing Batang is running well, although the five steps are not working well because the time was not enough to finish all of steps of scientific approach in one meeting. 2) the problems in teaching learning process were divided into two parts. The first was problems of the teachers. Here, the first teacher often forgot to give apperception in the opening step as stated in the lesson plan. The teachers found the students were less active in learning process of questioning step. Moreover, the teachers gave same instruction in exploring and associating step by giving same questions but different pattern (written and orally). Then, the teachers were lack in the media of teaching learning process, so it made students bored. The second was problems faced by the students that they were being nervous, afraid, or ashamed if they made a mistake in arranging the question or sentence, and show their work. Sometimes they felt difficult when they found new vocabularies. 3) there were some solutions made by the teachers to solve the problems. They corrected the students’ pronunciation and wrong sentence. The teachers let students to open their dictionary to find the meaning of difficult words. Furthermore, they gave motivation to the students that they should be more active in the teaching and learning process. In addition, the teachers gave punishment by giving questions to students who did not focus in learning process and the students were asked to write what they had learnt on that day in “My Journal”. It was to know the students’ development. Finally, the teachers should improve the techniques in learning process, so the students can receive the material easily.

THE LEXICAL APPROACH IN TEACHING ENGLISH

EFFECTIVE APPROACHES IN TEACHING ENGLISH

There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. Class participation, demonstration, recitation, and memorization are some of the teaching methods being used. When a teacher is deciding on their method, they need to be flexible and willing to adjust their style according to their students. Student success in the classroom is largely based on effective teaching methods. In this research study will talk about two methods (Grammar translation method and direct method). The main focus was placed on pupils’ attitude to these two approaches. For this purpose, the researcher prepared two grammar lessons, each based on one of these approaches. In the theoretical part he attempted to find a place for grammar in foreign language teaching. He summarized different attitudes to this issue. Although there are some voices that grammar is not very important, he support its essential position in the English teaching process. The main focus was placed on pupils’ attitude to these two approaches. For this purpose, he prepared two grammar lessons, each based on one of these approaches. In the theoretical part he attempted to find a place for grammar in foreign language teaching. He summarized different attitudes to this issue. Although there are some voices that grammar is not very important, he support its essential position in the English teaching process.

METHODS AND APPROACHES IN TEACHING ENGLISH AT A SECONDARY SCHOOL LEVEL.

Influenced by traditional English teaching mode, English teaching is neglected by the majority of teachers to a large extent. Therefore, it is necessary to make some changes for traditional teaching ways. The author tries to apply interactive teaching mode to English teaching on the basis of multimedia technology to change current senior middle school English teaching situation. This paper illustrates the methods of applying this method in senior middle school. The purpose is to stimulate students’ curiosity and improve the quality of English teaching. It is hoped this paper can be helpful for the educators who may apply interactive teaching approach in English teaching via multimedia technology in English class in senior middle school.KeywordsInteractive teaching approachEnglish teachingMultimedia technologyApplication

The article considers methodological basis of working with creolized text while teaching a foreign language in secondary school. The article shows the topicality of using creolized text – the type of text, which unites linguistic and visual compo- nents, which in their turn lead to full comprehension of the content. The author also considers different types of creolized text and its functions as an effective means for forming communicative competence while teaching a foreign language.