Content Of Language Teaching Research Articles

On the Issue of the Formation of a Lexical Minimum in Russian as a Non-native language.

The article describes the problem of creating a lexical minimum when teaching Russian as a non-nativelanguage. In connection with the standardization of language education, the issues of developing and updating the lexical minimum for Russian as a non-nativelanguage are quite acute, since the lexical minimum serves as the main basis for creating textbooks and educational materials. The article defines the lexical minimum in the scientificand methodological literature, describes the principles of its creation,and provides examples of work on the lexical minimum by Russian scientists and researchers in the field of Russian as a foreignlanguage. The work on the development of a lexical minimum for the Russian language as a non-nativelanguage will allow regulating the dynamics of the development of the vocabulary of students and determiningthe lexical component of the content of language teaching. Russian Russian language in the Kyrgyz school is argued for the need to updatethe lexical minimum in the Kyrgyz language, since the developmentof a lexical minimum, taking into account changing realities, will make the process of teaching Russian as a non-nativelanguage more modern and will improve the work on the formation of students' communicative competence.

Personalized Recommendation of English Online Teaching Content Based on Logistic Regression Algorithm

English online teaching content encompasses a wide range of materials designed to facilitate language learning in digital environments. These resources include interactive lessons, video tutorials, audio recordings, quizzes, vocabulary exercises, grammar explanations, and authentic texts such as articles, short stories, and dialogues. The content aims to cover various language skills, including listening, speaking, reading, and writing, catering to learners of different proficiency levels and learning styles. This paper introduces a Cross-Domain Personalized Recommendation System (CDPRS) designed to enhance the delivery of English language teaching content. Leveraging machine learning algorithms and data analytics techniques, the CDPRS tailors recommendations to individual user preferences, learning objectives, and proficiency levels across diverse content domains. Through a series of analyses and evaluations, including regression analysis and simulation studies, the effectiveness and utility of the CDPRS are demonstrated. Through a series of analyses and evaluations, including regression analysis and simulation studies, the effectiveness and utility of the CDPRS are demonstrated. Results indicate that the system achieves high levels of accuracy (mean accuracy = 0.85), diversity (mean diversity = 0.72), novelty (mean novelty = 0.78), and user satisfaction (mean satisfaction = 0.82) in providing personalized recommendations.

THE INFLUENCE OF SOCIAL MEDIA CONTENT ON INTENTION TO RECOMMEND THROUGH ONLINE ENGAGEMENT AS A MEDIATING VARIABLE ON MANDARIN LANGUAGE TEACHING CONTENT VIA INSTAGRAM FOR GENERATIONS Y AND Z IN INDONESIA

The aim of this research is to test and analyze the influence of social media content including the Language Style, Interesting Content, Useful Content and Unique Image Content Characteristic factors on Online Engagement as a mediator which then influences the Intention to Recommend factor after previously being influenced by Emotional Response of Language as a mediator to users of Mandarin language teaching content via Instagram XYZ to generations Y and Z in Indonesia. Testing of this research model, which was modified from previous research, was carried out quantitatively with survey data. Data was obtained from generations Y and Z in Indonesia who are followers of Instagram XYZ. This research method is a quantitative survey, with cross sectional data. Respondent data was taken using purposive sampling with a questionnaire distributed online. 178 samples were obtained that met the requirements for analysis using PLS-SEM. The research results show that the four social media content variables have a strong influence on Online Engagement activities, while the two strongest variables are Unique Image Content Characteristic and Useful Content. Then the Online Engagement factor which is moderated by the Emotional Response of Language factor is able to influence the Intention to Recommend of generations Y and Z in Indonesia.

Bite-sized language teaching in the digital wild: Relational pedagogy and micro-celebrity English teachers on Instagram

While ‘social media influencers’ have predominantly been studied in marketing and advertising, there has been an increase in language teachers' engagement in content creation on social media platforms. Informed by the principles of relational pedagogy (Kern, 2015, 2018), the present study explores how a group of Turkish teachers of English (n = 10) each with over 100,000 followers on Instagram navigate around the material, social, and individual multimodal semiotic resources to create English language teaching content. The data sources which include reels from teachers' public accounts and netnographic fieldwork notes were analyzed informed by the principles of social semiotics (Kress & Van Leeuwen, 2001). The findings revealed that the teachers create digital artefacts relying on creative relationships between words, contexts, and situations and provide opportunities to practice simple conversations, learn vocabulary in context, and distinguish nuances in the pronunciation of challenging words. The multimodal meaning-making practices demonstrate how social, material, and individual affordances shape, reframe, or recontextualize linguistic meanings in various forms. These findings highlight the facilitative power of social media for noticing linguistic forms, interaction, participation, and multimodal communication with important implications for teacher education, identity, and professional development in the evolving landscape of language teaching in the digital wild.

FEATURES OF FOREIGN LANGUAGE LEARNING BY THE STUDENTS OF NON-LINGUISTIC SPECIALTIES

Teaching a foreign language at university is aimed at the implementation of professional training for students of non- linguistic departments and encompasses the scientific rationale of learning objectives, the selection of the content of foreign language studies, the choice of forms, methods and means of teaching and assessment. The paper focuses on relevance of language teaching and learning for the students of non-linguistic departments in modern conditions. The peculiarities of the content of language teaching for undergraduates of non-linguistic departments are deter- mined and the obstacles they frequently come across are described.

Munāsabat Muḥtawá Qanāt “Arabian Fairy Tales” bi-Muḥtawá Taʿlīm al-Lughah al-ʿArabīyah lil-Aṭfāl maʿa al-Muqarrar al-Ittiṣālī bi-Marhalat al-Adná

This research aims to determine the eligibility of the video content in the “Arabian Fairy Tales” channel with the Arabic language teaching content and the communication course at the lower level. The method used is documentation. The data source used in this research was obtained from the Arabian Fairy Tales channel. The analytical methods used are data reduction, data presentation, and conclusion. The results of this research are that in terms of categorizing the topics in the “Arabian Fairy Tales” channel, there are 45 videos that can be used as teaching materials for learning the Arabic language using the communication approach at a lower level, such as personal identity, home and family, and education. The videos in the previously analyzed Arabian Fairy Tales channel are appropriate in terms of content, presentation, language, and imagery to the standards established by the National Education Standards Agency (BSNP) in terms of content, presentation, language, and image.

Idegennyelv-tanítással foglalkozó szervezetek a felsőoktatásban

This study explores the situation of foreign language teaching in higher education based on managerial interviews. Organizational units offering foreign language courses in different higher education institutions operate in different organizational frameworks with different degree of independence and acceptance. The goals and content of language teaching is substantially defined by the language skills of the students entering the higher education institution. Most of the institutions primarily focus on supporting students in acquiring the language exams necessary for obtaining a diploma. All institutions offer language teaching for specific purposes, however their interpretation of it widely differs. Several organizational units teach subclasses which develop professional communication in foreign languages. The opportunities of students to access foreign language learning are good and the institutions aim to achieve multilingualism.
 In addition to language teaching, organisations carry out several activities: many of them operate language schools, provide language certification, professional translator trainings, and all organisations conduct translation and proofreading within the university. These activities increase both the prestige and the economic independence of the organisations, but at the same time they usually absorb many resources. In terms of scientific work there are large differences. Almost half of the organisations don’t have or have very few lecturers/researchers and the organisations have different approaches to this. The organisations which identify themselves more as language schools tend to be more accepting with this, but for the improvement of the up-to-date professional communication, the research-based developments are necessary.
 Organisations dealing with foreign language teaching try to serve the needs of universities, as a result, development and professional cooperation within the universities are important.

The Impact of Covid-19 on foreignLanguage Teaching and Learning Process

The article reviews the impact of Covid-19 on foreign language learning and the barriers that teachers and students face. Focuses on distance learning and learning pedagogy and the role of stakeholders in managing foreign language teaching content in different countries. Reviewed: a) synchronous and asynchronous mode and cooperative teaching method used in distance learning, which aims to use digital learning platform and online applications such as social networks, b) lesson planning and increase student autonomy; c) challenges facing teachers and students.

Historical and didactic definition analysis of approaches to the humanities role in the teaching content formation: West European experience

The article is devoted to Philology teachers’ intercultural competence formation. The aim of this article was to review different historical and pedagogical approaches to the understanding of the history of Humanities role in the teaching content choice in modern European research papers as ways of influencing the teaching content Philology teachers’ formation and their intercultural competence. Different understanding of the term “approach” was considered as well as the application of it in Europe. Our research is also based on the idea of uniqueness in the choice of foreign language teaching content and peculiarities of this sphere. The typical choice of the teaching content is teaching in the target language about the country and its habits and traditions. It is multicultural approach. Globalist and antiglobalist approaches to the study of the role of Humanities were briefly defined as contrary. They differ in the description of the history of Humanities, the sources they use as a basis of research, the definition of the notion “Philology” and attitude to comparativism. The authors only agree on the question that subdivision into Humanities and Nature Studies is artificial. Comparison of common and different points of view on the problem in Europe was undertaken. The conclusion was that studying of its role in the history of mankind should be included into content of teaching philologists and chosen for research problems as it can improve the content and quality of teaching. It gives a fine perspective for the professional research formation and future Philology teachers’ intercultural skills.

Actualisation of foreign language teaching content for future bachelors in the sphere of tourism

Introduction. Currently, the sphere of tourism and the hospitality industry in Russia face a certain problem: the quality of students’ schooling, including in a foreign language, does not adequately meet the present-day requirements of the market. The actualisation of foreign language teaching content for future bachelors in the training profile 43.03.02 Tourism, to be implemented in accordance with the requirements of the educational and professional standards, is one of the main factors in the formation of universal competencies of future bachelors, securing their competitiveness in the labour market. Materials and methods. The methodological basis of the research is represented by the competence-based and professionally oriented approaches to teaching a foreign language. The key research methods included the analysis of scientific essays of Russian and foreign scientists on the stated problem and the experimental research carried out on the basis of Bunin Yelets State University (Russian Federation) with the participation of 30 undergraduate students of the 1st and 2nd years of study. Results. In the course of the research, the original foreign-language curriculum for the students of the above-cited training profile was developed and tested. A number of supplements to the traditional content of foreign-language teaching programme are presented, proceeding from the basic requirements of the modern educational and professional standards. The comparative analysis of the data obtained before and after the training revealed a significant dynamics in the formation of universal competencies of the future bachelor in the experimental group (44.7% and 83.3%, respectively), and moderate dynamics in the control group (43% and 69.3%, respectively), since temp= 3.05 is greater than the critical tcrit= 2.14 at the significance level of 0.05. Conclusions. The obtained research results confirm the hypothesis on the practicality of forming universal competencies of future bachelors in the sphere of tourism, in the course of foreign language teaching under the advanced programme including the content modules in accordance with the areas (spheres) of professional activity and the requirements of the educational and professional standards.

The real value of words: how target language linguistic modelling of foreign language teaching content shapes students’ professional identity

The paper focuses on the methods of linguistic analysis in the sphere of teaching foreign languages as a form of shaping students' identity. By putting forward the hypothesis that proper language acquisition should be based on fundamental cultural values and their adequate linguistic interpretation, we propose the pragmatic and axiological linguistic modelling as an indispensable FLT tool, develop its methodology and prove its future validity on the material of FLT discourse. The research gives a step-by-step explanation of how to implement this modelling through discourse analysis, pragmatic-communicative analysis, functional and linguoaxiological analysis. This procedure foregrounds dominant axiological spheres through the process of constructing value-charged concepts of the professional FLT discourse. From the standpoint of generating FLT material, the method helps to reflect most important professional processes and purposefully form students' professional competences necessary in the sphere.

Türkiye ve Estonya eğitim sistemlerinde ana dili öğretim programlarının karşılaştırılmalı olarak incelenmesi

Öğretim programları bir ülkenin eğitim stratejilerini barındırmakta ve uygulandığı neslin geleceğini şekillendirmektedir. Okuma ve anlama ise eğitim sisteminin temelindeki mihenk taşıdır. PISA 2018 uygulamasında Estonya Avrupa’nın en yüksek puana sahip olan ülkesi olmuştur. Ülkemiz ise PISA uygulamalarında OECD ortalamalarından geride kalmaktadır. Bu nedenle çalışma kapsamında Estonca Öğretim Programı ile Türkçe Öğretim Programı okuma ve anlama temelinde karşılaştırılmıştır. Nitel araştırma modelinde doküman analizi yöntemi ile veriler analiz edilmiştir. Bu kapsamda eğitim programlarının genel yapısı ve değişimi, dil gelişim politikaları, dil öğretiminin genel yapısı ve içerikleri, ders saatleri, beceriler ve değerlendirme boyutunda karşılaştırmalar yapılmıştır. Sonuç olarak Estonca Öğretim Programı’nda edebi eserlere daha çok yer verildiği görülmektedir. Ayrıca öğrencilere her yıl için okuması gereken kitaplar listelenmektedir. Türkçe Öğretim Programı’nda, bireylerin kendini ifade edebileceği bir ortam sağlanmalı ve günlük dil becerilerini kullanmaları sağlanmalıdır. Metinleri okurken detaylı analiz yapabilme konusunda öğrenciler eğitilmelidir. Karakter analizleri, olay, yer ve kurgu analizleri yapılmalıdır. Bireylerin bilimsel temelleri olan metinler oluşturmaları sağlanmalı ve bireyler metin yazmaları için teşvik edilmelidir.

Selection of Foreign Language Teaching Content in Russian Master of Laws (LLM) Graduate Programs

Master`s degree was integrated into the system of Russian Higher Education several decades ago, however, teaching foreign languages at this level still needs further analysis including the postgraduate law students training. The article investigates the principal components of foreign language teaching in Master of laws Graduate Programs (considering the case of the English language) on the bases of various methods: the analysis of related regulatory and standard-setting documents, linguistic analysis of legal texts; content analysis of textbooks and other resources; methods of analysis and synthesis, classification and descriptive methods, theoretical analysis of methodological and applied research literature. As a result of the study the basic teaching content components were revealed, including linguistic and speech material; professional, linguistic, intercultural knowledge; the corresponding reproductive and productive skills. The findings reflect the factors of content-setting of LLM graduate programs concerning graduates' professional activity (law making, law enforcement, expert, consulting, organizational, managerial, research and pedagogical issues), professional duties; purposes and teaching duration; requirements as for the training output by federal educational standards.

Designing Technology of English Language Teaching Content Based on International Component

This paper aims to develop designing technology of English language teaching content for students at higher education institution in the context of education internationalization. It highlighted the analytical, pre-designing, designing and correction-implementation stages as well as their successive phases to achieve a specific goal, i.e. English language teaching content designing in terms of international component. The materials of this paper are of practical value for teachers of foreign languages in the selecting and structuring the language teaching content in the context of education internationalization.

Features of Selecting and Structuring Foreign Language Teaching Content in Terms of International Component

Analysis of Russian curricula and textbooks for foreign language demonstrates that most of them don’t meet therequirements of education internationalization. So, the purpose of this paper is to reveal the features of foreignlanguage teaching content selection and structuring based on the international component. The paper reveals thefeatures of foreign language teaching content for students in the context of education internationalization whichincludes acquisition of knowledge that interprets the main humanity values, touches upon global problems of themodern multicultural world, cross-cultural and socio-cultural knowledge; shaping skills needed for cross-culturalcommunication, skills to carry out cross-cultural analysis of the interaction ways with the world around as wellas formation of transcultural experience. The materials of this paper may be useful for faculty members ofvocational training institutions when selecting and structuring the language teaching content as well as forfurther education courses of foreign language teachers.

Language Teaching Content Renovation in the Context of Higher Education Internationalization

This paper highlights the basic components of language teaching content renovation in the context of higher education internationalization. The new status of foreign languages in the modern world today requires scientific development of modern curricula and course syllabus of the discipline. Reforming language teaching content and introducing international component in curricula bring indispensible benefits for higher education institution. Language teaching content comprises interaction of three basic elements of educational system: teaching material – a faculty member – a student. When teaching to communicate professionally in a foreign language at the non-language high school, higher education internationalization requires a new approach to course content of the discipline. Under such approach course content is viewed as an integrative entire which is inseparably associated with all the objectives of higher education establishment. The author identifies the components and main trends of language teaching content renovation, those of globalism and Europeanization. Components of language teaching content renovation considered in the article encourage to develop student's communicative and cross-cultural competencies and to expand knowledge of human global problems.