Field Of Foreign Language Teaching Research Articles

A Study on the Impact of the “Seven-Year Planning Outline for Foreign Language Education” on Foreign Language Education in China

The implementation of the “Seven-Year Planning Outline for Foreign Language Education” has ushered in new development opportunities for foreign language education in China and made positive contributions to cultivating well-rounded foreign language talents and promoting international exchanges and cooperation among countries. This paper analyzes the planning outline to probe into its function, status, and impact in the field of foreign language education in China, in a bid to clarify the importance of formulating reasonable language education policies and plans. It reflects upon China’s English education policies and planning in the context of the current era so as to provide relevant experience and enlightenment for the development of foreign language education in China.

Construction of Blended Teaching Model Integrating Intercultural Competence Training

Under the international background of economic globalization and cultural diversity, it is an important task for current higher education to cultivate international talents with intercultural competence. In the field of foreign language teaching, more and more scholars pay attention to the integration of English education and intercultural education in English curriculum system, but there are relatively insufficient researches that can provide practical and operable guidance for front-line teachers to implement intercultural education. Nowadays blended teaching is recognized as an effective teaching model. This study intends to construct a blended teaching model which can integrate intercultural competence training into English courses, so as to help front-line teachers know how to carry out intercultural teaching design and implementation with the ultimate goal of improving college students’ foreign language ability and intercultural competence together.

Study on the Contribution of Pragmatics to the Development of Communicative Competence from the Perspective of Applied Linguistics

This article explores the contribution of pragmatics in the cultivation of communicative competence from the perspective of applied linguistics. Firstly, the development and definitions of applied linguistics and pragmatics were reviewed, and the theoretical system and core concepts of pragmatics were elaborated. Furthermore, the role of pragmatics in cultivating communicative competence was analyzed, including the cultivation of pragmatic awareness, learning of pragmatic knowledge, application of pragmatic strategies, enhancement of pragmatic competence, enhancement of language appropriateness, and cultivation of cross-cultural communicative competence. On this basis, the application of pragmatics in teaching practice was explored, such as the principles and methods of pragmatic teaching, the development and selection of pragmatic textbooks, and the design and implementation of pragmatic assessment. Finally, the challenges and coping strategies faced in cultivating communicative competence were analyzed. This article aims to provide theoretical guidance and practical reference for the cultivation of communicative competence in the field of foreign language education in China.

Investigating the contribution of engagement and resilience to EFL teachers’ L2 grit

ABSTRACT Due to the novelty of the concept of L2 teacher grit, identifying its determinants has been less explored. In addition, in spite of a growth in positive psychology in language studies, scant research attention has been paid to the notion of L2 teacher resilience. Inspired by the tenets of positive psychology in the field of foreign language education, the present study aimed to investigate whether English as a foreign language (EFL) teachers’ grit could be influenced by their work engagement and resilience. Survey data was collected from 380 EFL teachers in the context of Iran. The results of SEM analysis revealed that L2 teacher resilience and work engagement contributed to EFL teachers’ domain-specific grit. In addition, teacher engagement was identified as a stronger predictor of L2 grit. The results implied the importance of enhancing teachers’ strengths to help them remain passionate and determined throughout the career. The findings suggested the critical role of positive psychology in language teaching research. Suggestions for future research were offered.

Remote support of the process of teaching German grammar using mobile applications at the university

The article is devoted to the study of issues related to the disclosure of the potential of mobile applications in the field of foreign language teaching in the context of the modernization of Russian education. The article presents arguments in favor of the use of mobile applications: improving the effectiveness of educational and cognitive activities, the formation of independent work skills, increasing the motivation of students to learn a foreign language, the formation of the ability to organize and independently plan the process of learning a language, evaluate educational activities. The article pays special attention to the potential of mobile applications in teaching grammar of a foreign language at different levels – from beginner to advanced. The author recommends using several different types of applications to achieve maximum results at the three highlighted stages of work on grammatical material. The first stage is the presentation of grammatical phenomena and the creation of basic knowledge based on the use of specific mobile applications. The second stage involves automating the use of grammatical skills through their practice in mobile applications. The third stage is the control of the assimilation of knowledge using mobile applications. The author describes an experiment in which mobile applications were introduced into the educational process. At the preparatory stage of the experiment, the learning potential of mobile applications was studied and input conditions were diagnosed. At the second stage of the study, a choice of mobile applications was made. The integration of mobile applications at the third stage was implemented in the form of remote support for teaching German grammar as part of a traditional lesson. The results of the experiment, obtained after repeated testing of the experimental group at the fourth stage, demonstrated the effectiveness of using mobile applications in teaching German grammar.

The Effect of Flipped Classroom Technique on Developing English Speaking Skills of EFL learners

Various innovative language teaching techniques have been created and applied in language classes to improve students’ speaking skills. Flipped classroom technique, a new pedagogical model, has paved the way for transformation in the foreign language teaching field for it provides students with online instruction or language content in videos to be studied as homework and an opportunity to practice linguistic input in the classroom. The purpose of this study is to explore the effect of the Flipped Classroom Technique on developing the English Speaking Skills of EFL learners. Semi-experimental method was used to examine the data. The population of the study was made up of Forty-seven intermediate EFL students in an English institute in Khorramabad, Iran. They were divided into two groups, experimental (males=8, females=9) and control group (males=9, females=8). Each group comprised of seventeen students. The experimental group was taught based on flipped classroom techniques while the control group was taught according to traditional methods. Besides, the participants’ age range was between 16 to 26 years old. The instruments used for data collection are the IELTS Speaking Test, Multimedia resources, Brainstorming, and the IELTS speaking rubric. The findings of the study show that there is a meaningful difference between those instructed with flipped classroom techniques and those instructed with traditional methods. Those who were taught by the flipped technique outperformed those who were instructed by the traditional methods. Based on these findings, it can be concluded that the flipped classroom technique is an effective technique in terms of developing the speaking skills of EFL learners.

Specificity of training future teachers of a foreign language and literature for cross-cultural education within multicultural educational environment of institutions of general secondary education

According to the results of the study of methodological, didactic, scientific-theoretical, pedagogical literature, it is determined that the cross-cultural approach reveals the methodology of a multi-panoramic study of "a person at the intersection of cultures" as an innovative type of personality that adheres to planetary ethics and is characterized by cross-border thinking that goes beyond his/her own culture. It has been determined that cross-cultural learning is a consistent, purposeful interaction of teachers and students, within which there is an accumulation of background and cultural knowledge, the development of language and speech skills necessary for effective inter-linguistic and intercultural interaction with representatives of various linguistic and cultural communities. The study determined that the multicultural educational space is a spatial-subject area of interaction between subjects of the educational process, which is constructed on the basis of taking into account the invariance of universal human (planetary) values in combination with the variability of cultural intents (ethnocultural worldview, natiomental constants, historical-cultural artifacts, cultural-deterministic interpersonal patterns). The functioning of the multicultural educational space in institutions of general secondary education is characterized as a model for creating psychological and pedagogical conditions, algorithms, and technologies for the adaptation integration of the student's personality into the multicultural field of society through educational (didactic) mechanisms, in particular, cross-cultural learning. Based on the analysis of the scientific fund, it is determined that a teacher of a foreign language and literature is a highly qualified, competitive specialist-teacher, providing the educational needs of modern society in the field of foreign language education; ensures the organization of the educational (educational, developmental) process on the basis of preserving Ukrainian traditions, respectful attitude to the native language and historical past, on the principles of patriotism, humanism, democracy, tolerance and civic responsibility in the multicultural educational space. The training of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is interpreted as a pedagogical process, which is a structural component of the general, holistic, systematic professional training of the future teacher, aimed at: the awareness by future teachers of the importance of constructing a multicultural educational space at educational institutions on the basis of ethnic tolerance; formation of a complex of knowledge on cross-cultural didactics and skills in implementing culturally relevant means of teaching a foreign language; development of personal properties and worldview values of students as initiators and mediators of the dialogue of cultures. The readiness of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is a synthetic personal-deterministic and professionally-oriented construct that reflects the integrative unity of the desire of the teacher-dictionary to carry out the transmission of ethnocentrism into ethnorelativism (ethno-mental identification component); the ability to adapt and remodel situational didactic interactions within an environment of cross-cultural integration in a multicultural educational space (interactive-professional component); intention to transform professional knowledge into sociocultural intelligence (metacognitive information-centred component).

Specificity of training future teachers of a foreign language and literature for cross-cultural education within multicultural educational environment of institutions of general secondary education

According to the results of the study of methodological, didactic, scientific-theoretical, pedagogical literature, it is determined that the cross-cultural approach reveals the methodology of a multi-panoramic study of "a person at the intersection of cultures" as an innovative type of personality that adheres to planetary ethics and is characterized by cross-border thinking that goes beyond his/her own culture. It has been determined that cross-cultural learning is a consistent, purposeful interaction of teachers and students, within which there is an accumulation of background and cultural knowledge, the development of language and speech skills necessary for effective inter-linguistic and intercultural interaction with representatives of various linguistic and cultural communities. The study determined that the multicultural educational space is a spatial-subject area of interaction between subjects of the educational process, which is constructed on the basis of taking into account the invariance of universal human (planetary) values in combination with the variability of cultural intents (ethnocultural worldview, natiomental constants, historical-cultural artifacts, cultural-deterministic interpersonal patterns). The functioning of the multicultural educational space in institutions of general secondary education is characterized as a model for creating psychological and pedagogical conditions, algorithms, and technologies for the adaptation integration of the student's personality into the multicultural field of society through educational (didactic) mechanisms, in particular, cross-cultural learning. Based on the analysis of the scientific fund, it is determined that a teacher of a foreign language and literature is a highly qualified, competitive specialist-teacher, providing the educational needs of modern society in the field of foreign language education; ensures the organization of the educational (educational, developmental) process on the basis of preserving Ukrainian traditions, respectful attitude to the native language and historical past, on the principles of patriotism, humanism, democracy, tolerance and civic responsibility in the multicultural educational space. The training of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is interpreted as a pedagogical process, which is a structural component of the general, holistic, systematic professional training of the future teacher, aimed at: the awareness by future teachers of the importance of constructing a multicultural educational space at educational institutions on the basis of ethnic tolerance; formation of a complex of knowledge on cross-cultural didactics and skills in implementing culturally relevant means of teaching a foreign language; development of personal properties and worldview values of students as initiators and mediators of the dialogue of cultures. The readiness of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is a synthetic personal-deterministic and professionally-oriented construct that reflects the integrative unity of the desire of the teacher-dictionary to carry out the transmission of ethnocentrism into ethnorelativism (ethno-mental identification component); the ability to adapt and remodel situational didactic interactions within an environment of cross-cultural integration in a multicultural educational space (interactive-professional component); intention to transform professional knowledge into sociocultural intelligence (metacognitive information-centred component).

Identity in Colombian English Language Teaching Journals: A critical literature review

The main purpose of this paper is to determine how identity has been approached in Colombian scholarship within the field of English Language Teaching and Learning (ELT&L), during the last two decades, as published in the most important journals of Colombia that deal with matters of language education, bilingual education, language teaching and learning. It also seeks to determine how the theory on identity has evolved. The journals CALJ, GiST, HOW, ÍKALA, and PROFILE (listed in alphabetical order) were selected because they fulfilled four requirements pre-established for this critical literature review, namely a) to issue articles in the field of foreign language education, b) to publish in English, c) to report works about the Colombian context with Colombian participants (or theoretical papers in the field), and d) to be available online at the time of the search. With these prerequisites in mind, a careful search was carried out in each journal website, looking for articles that dealt with the identity.

Features of creating distance learning technologies in teaching foreign languages at university: Analysis of experience

Introduction. For the effective organization of the educational process during distance learning of foreign languages in the conditions of a pandemic, special technical, psychological, and pedagogical retraining is required for the transition to distance learning for both teachers and students.Purpose setting. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that positively affect the acquisition of a foreign language. To date, a lot of attention is paid to distance learning, as, probably, none of the many ways of learning using technology. Modern research in education, and in particular in information and communication technologies, tends to use technological resources to the maximum and use them effectively in pedagogy. In the field of foreign language teaching, much has been done to cover various languages of the world, but attempts are constantly being made to find new solutions, taking into account the specific needs of language learners.Methodology and methods of the study. This article is based on our experience of creating and implementing distance English courses at the Siberian Institute of Management – a branch of the Russian Academy of National Economy and Public Administration, which uses distance learning and provides academic programs both traditionally and remotely. The article presents the technological aspect of the distance learning system, common to all courses and discuss the main features of teaching a foreign language. The process of developing and implementing English language courses is considered from the point of view of the overall design of the course, the choice of teaching materials, technological and pedagogical processing of course materials, the role of the teacher, support and motivation of students, assessment of academic performance, evaluation of the course and key differences between the two methods of provision that need to be taken into account.Results. The article notes shortcomings and difficulties of a technological and pedagogical nature, as well as problems and new steps in improving English language courses.Conclusions. In conclusion, the complexity of the related technological, organizational and, no less importantly, pedagogical problems is emphasized, but we also hope to provide a reliable starting point for more ambitious projects related to distance learning and teaching foreign languages.

Improving the Legal Support of Linguistic and Cultural Aspects of Language Learning at School

The main objective of the study was to analyze ways to improve the legal support of the linguistic and cultural aspects of language learning at school. The key method used involved a combination of modern modeling techniques. The specific topic is legal relations for language learning. The novelty is a model of legal support. Legal regulation of education is a historically conditioned form of organization of the educational process, formed as a result of the gradual growth of the role of state institutions in the performance of regulatory functions and the development of social relations. The new requirements faced by a modern teacher, his training and professional quality, make it necessary to take into account the experience and the latest achievements of other countries in the field of educational policy, in particular, in the field of foreign language teaching, as well as to identify and overcome the negative ones. In the conclusions of the case, based on the results of the study, the key aspect of improving the legal support of linguistic and cultural aspects of language learning in school was characterized.

Features of Translating Scientific Texts into English

The theoretical significance lies in the fact that the article makes a certain contribution to the development of theoretical and practical aspects of translating humanitarian texts in the scientific style. The research aimed to address the following specific tasks, namely, to consider ways to achieve equivalence and adequacy in the translation of scientific texts in the humanities. An equally important task was to show and analyze translation transformations, in particular the methods of translating metonymies, abbreviations, metaphors, and phraseological units. It was noted that the difficulty in translation was caused by non-equivalent words, terms, and phrases, for which it was necessary to find a counterpart in the target language or at least to convey the meaning of the word so that the foreign reader could understand what was being said. The exact genre of the text was explained by the fact that, at first glance, the text is not a scientific one. It is noteworthy, that firstly, it is a text in the field of foreign language teaching, and secondly, it contains stylistic techniques, metaphors, metonymies, and phraseological units that are not typical of the scientific style of the Ukrainian language. In English, this is permitted. There is a problem with choosing the most appropriate translation technique for conveying the stylistic, lexical, and grammatical features of the text. The analysis of translation in the humanities has led to the following conclusions. Professional translation requires a good knowledge of the field of activity in which the translation is to be performed. Equally important is the knowledge of the source language and the ability to express one's thoughts competently in the target language. Moreover, when translating humanitarian texts, adequate, descriptive, metonymic, metaphorical, antonymic, and substitutional translations are often used. Accuracy, brevity, conciseness, clarity, literary quality, and equivalence are the main requirements for translating scientific humanitarian texts.

Comparative Research of Foreign Language Teaching of Primary and Secondary Schools in China and Russia

The world today is undergoing a period of fast development and big changes, with the emergence of a more and more multi-polarization world and the in-depth development of economic globalization, the rapid advancement of science and technology, and the increasingly fierce competition for talents. Therefore, all countries in the world regard creating a world-first-class education system and enhancing their competitiveness in education as their strategic goals. Among that, foreign language education is especially important as the basis for building a bridge of communication between countries in the era of globalization. China and Russia have always maintained close cooperation in the fields of politics, economy, culture, and education. The two countries are always communicating and learning from each other. This article focuses on foreign language teaching in primary and secondary schools in China and Russia. By analyzing important documents, teaching materials, and teaching methods in the field of foreign language education in China and Russia since the beginning of the 21st century, it compares and summarizes the similarities and differences, advantages and disadvantages of foreign language teaching in the two countries. The results show that the fertility of foreign language course settings and the literature-oriented learning material promote foreign language teaching in Russia. This helps provide some experiences for future policy designers, textbook writers, and teachers in primary and secondary schools' foreign language teaching fields in other countries.

Alternative Assessment Forms for Foreign Language Classrooms

Research in the field of foreign language teaching and learning has proved that testing as an assessment instrument is not an adequate means of assessing the multiple dimensions of language learning. As a result, various alternative assessment forms have been suggested in the literature to compensate for the weaknesses and limitations of conventional testing and ensure more effective learning. Accordingly, this paper seeks to review the literature on the different forms of alternative assessment that language teachers could use in addition to traditional assessment. More specifically, the present paper aims to explore the types of alternative assessments, stresses their importance by listing the many benefits that these assessment methods proved to have, and also discusses some of their perceived limitations.

ОСОБЕННОСТИ ИСПОЛЬЗОВАНИЯ ДИСТАНЦИОННЫХ ОБРАЗОВАТЕЛЬНЫХ ТЕХНОЛОГИЙ ПРИ ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ В ВУЗЕ: АНАЛИЗ ОПЫТА

A lot of attention is paid to distance learning today, as, probably, none of the many ways of learning using technology. Modern research in education, and in particular in ICT, tends to use technological resources to the maximum and use them effectively in pedagogy. In the field of foreign language teaching, much has been done to cover various languages of the world, but attempts are constantly being made to find new solutions, taking into account the specific needs of language learners. The purpose of the article is to present the technological aspect of the DE system common to all courses, to identify the main features of teaching a foreign language in distance learning, to consider the process of developing and implementing online English courses from the point of view of the overall design of the course, the choice of teaching materials, technological and pedagogical processing of course materials, the role of the teacher, support and motivation of students.

Visual Communication: Exploring Representations of Vietnamese Culture in Advertising

Visual communication has received much attention from studies in the field of foreign language education. In the Vietnamese context, however, little research has been conducted to explore the meanings of Vietnamese cultural aspects in visual advertising. To fill such a gap, this article investigated visual meanings of Vietnamese cultural values represented in visual elements of common advertising in the Vietnamese market. The data were firstly selected from various logos and images of popular brands in the Vietnamese market and then interpreted based on the Iceberg Model for Interpreting Vietnamese Images (IMIVI framework) (Huynh, 2022). The results revealed the selected advertisements carried core Vietnamese cultural values in terms of visible and invisible elements. Specifically, culturally specific images such as flowers, animals, and traditional clothing were identified as visible factors. Buddhist, Confucian, and Taoist values were found as invisible factors in selected images of popular advertisements in the Vietnamese context. Findings reported this article might be helpful for research in visual communication, multimodality, and foreign language education. The outcomes of this article are also interesting for cultural studies, especially for the roles of culture in commercial advertising, intercultural communication, and foreign language education.

The Specifics of Word Formation in Chinese Russian-Learners' Interlanguage

The purpose of the study is to find out the specifics of word formation in Chinese Russian-learners’ interlanguage. In the process of mastering a second language, interlanguage is considered as a language system in which exist its own rules and function, which differ from the rules of both the native and the target languages. The article updates the concepts of the term "interlanguage" in recent studies in Russian linguistics, discusses the common characteristics of interlanguage, analyzes speech features and written language materials related to interlanguage of two groups of Chinese philology students studying Russian language at the Faculty of Philology in Peoples' Friendship University of Russia. The novelty of the research lies in the fact that the author for the first time systematically described the specifics of word formation in Chinese Russian-learners’ interlanguage in aspects of prefix, suffix, word endings, etc., explained the reasons for their existence. The obtained research results provide useful recommendations to teachers working in the field of foreign language teaching; the results can be especially useful in classes for teaching Chinese students Russian language. The material of this article can also be used in the process of compiling textbooks and teaching aids on applied linguistics and the discipline of Russian language.

Элективный курс «Занимательный французский» в системе иноязычного профессионального образования при подготовке будущих учителей французского языка

The aim of the study is to develop an elective course that meets the requirements of the profile training of a future foreign language teacher from the subject and methodological points of view. Elective courses are intended to promote both the formation of professional competencies and the personal growth of a future specialist, offering him the opportunity to determine his own trajectory of vocational training. The scientific novelty of the research is determined by the clarification of elective courses significance in the formation of an individual educational trajectory of future specialists in the field of foreign language education and in the development of the structure and content of the elective course “Entertaining French” for future teachers of the French language, which includes three modules: “Phonetic Immersive Approach”, “I Listen, Understand, and Speak French”, “French in Games and Riddles”. The result of the study is the presentation by the authors of the program of each of three course modules, accompanied by descriptions of specific materials and tasks, as well as forms of class organization.

Organisational and pedagogic conditions for forming the skills of foreign language professional communication in future physicians

The paper discusses the role of foreign language professional communication among future physicians. The authors actualise their attention to the development and implementation of organisational and pеdаgogic conditiоns for the fоrmаtion of fоreign lаnguаge profеssionаl cоmmunicаtion skills in future physicians because of the insufficient development of this problem in the field of foreign language education. To solve this problem, it is necessary to search for pedagogic conditions that would contribute to overcoming the linguistic inertia of future physicians in professional communication. The mаin purpоse of the аrticle is to idеntify the organisatiоnаl and pedаgogic conditiоns for the fоrmаtion of fоreign lаnguаge profеssionаl cоmmunicаtion skills in future physicians. The method of theoretical analysis of scientific and methodological sources and works and normative documents is applied. The concepts of “condition”, “formation”, “organisational and pedagogic condition” are specified. The organisational and pedаgоgic cоnditiоns for the fоrmаtion of fоreign languаge prоfessionаl communicаtion skills in futurе physicians аre substаntiated.

Hizmet Öncesi Öğretmen ve Öğrenci Utangaçlığı: İngiliz Dili Eğitimi Bağlamı

Shyness appears as an important factor affecting teachers’, pre-service teachers’ and students’ performance and how teachers handle classroom management situations in the classroom environment. Thus, this study aims to bridge the gap in the research concerning teacher and student shyness and teachers’ classroom management strategies in the field of foreign language teaching and suggest new avenues for the investigation of the differences among teachers’ classroom management strategies in terms of teacher and student shyness. To achieve this goal, a sample consisting of 99 pre-service English teachers was requested to complete a survey measuring their shyness levels and their responses to hypothetical learners with different genders and shyness levels. The results suggested that pre-service English teachers’ high-powered strategy usage displayed a difference depending on student shyness, student gender, teacher gender, the interaction of student shyness and student gender and the interaction of student shyness and teacher shyness while social learning strategies indicated a significant difference depending on student shyness and the interaction of student shyness and student gender. A more detailed discussion of the findings and implications for teacher training and foreign language education were addressed in the article.