Secondary School Foreign Language Research Articles

Reading short stories in a foreign language: Is it as pleasurable as in the L1? Absorption and appreciation of short stories in Dutch secondary school students learning German as a foreign language

Against the background of a decreasing interest in reading among Dutch adolescents, we investigated whether reading short stories in a foreign language other than English (i.e., German) in an educational context, as opposed to reading in the first language leads to less absorbing reading experiences and, related to that, lower appreciation of stories.We collected absorption and appreciation data from 277 learners of German in Grade 10 of Dutch secondary education. Half of them read an originally German short story, whereas the other half read its Dutch translation.Our results indicate that adolescents learning a foreign language in secondary school become less absorbed in foreign language literary texts and that this is related to their lower appreciation of these texts, compared to their first language translations.

Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review

Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.

The usage of teaching proverbs and sayings in English

This article touches upon the topic of teaching English proverbs and sayings in secondary schools. According to the author, in recent years there has been an acute issue of introducing modern methods of teaching foreign languages in secondary schools, their effective use to improve the quality of teaching foreign languages to students, as well as the formation and development of their communicative culture. In fact, teachers sometimes set learning tasks based on the disclosure of specific educational material, and not on the basis of the capabilities and prospects for the development of students. The use of proverbs and sayings as a means of organizing learning is one of the best ways to make the lesson bright, rich, extraordinary, and most importantly exciting for students, which undoubtedly contributes to memorization.

Foreign Language Teaching in Secondary Schools in Germany and Turkey: A Comparative Study

It is known that foreign language teaching has become an increasingly important element with the globalizing world. While some countries have reached a higher level in foreign language teaching, some cannot reach the level of success they want. Understanding the foreign language teaching quality of countries is possible by knowing how they shape their education systems. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. In doing so, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. While doing this, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. Document analysis method, one of the qualitative research methods, was used in the study. Literature review, documentation and text analysis were used to collect data. According to the findings of the study, both Germany and Turkey have adopted the Common European Framework of Reference for Languages, English as the first foreign language has an important place in the curriculum and the lessons consist of current issues about life. When it comes to differences, it was determined that the curriculum in Germany changed from state to state, more time was allocated to foreign language course hours than in Turkey, and it is richer than the curriculum in Turkey in terms of teaching materials. In addition, with both countries emphasis on communicative approach and communicative skills, it has been determined that the grammar translation method is still applied in schools in Turkey, while Germany has made more progress in foreign language teaching by adopting an action-oriented approach and communicative skills.

ФОРМУВАННЯ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В ЧИТАННІ УЧНІВ 10-ГО КЛАСУ ЗАСОБАМИ БЛОГ-РЕСУРСІВ

Background. The article explores the effectiveness of utilizing English blogs as a tool to enhance reading competence among 10th- grade students in a secondary school. Drawing on insights from literature and lesson observations during teaching internships, it is noted that Ukrainian 10th grade students face significant challenges when applying their knowledge of English vocabulary and grammar to speaking activities. Purpose. The primary objective of this paper is to investigate the pedagogical essence and practical value of incorporating blogs into English language classes in secondary school, to establish methodological principles for the formulation of a comprehensive set of tasks and exercises aimed at enhancing blog reading skills among 10th-grade students. The methodology relies on the critical analysis of existing research on the topic and the authors' personal experiences in utilizing blogs for teaching reading. The formulation of tasks and exercises with the goal of enhancing English language competence in reading for 10th-grade students is grounded in a synthesis of research insights. Specifically, Pahomova and Halchenko's work on types of reading (Pahomova, Halchenko 2015), Campbell's blog typology (Campbell, 2003), and the discerning selection of content developed by Bax (2003) collectively inform this initiative. The integration of these research perspectives is harmonized with the stipulated guidelines of the Ministry of Science and Education of Ukraine. This comprehensive approach ensures a scientifically rigorous and pedagogically sound framework for the advancement of reading proficiency within the specified educational context. Results and discussion. In the context of learning English as a foreign language in secondary schools, the use of blogs has emerged as a valuable language learning tool. However, the effective integration of blogs within an instructional framework and the current research findings on their use as a learning tool pose unresolved challenges for teachers. Therefore, this paper provides a comprehensive review of research on the use of blogs in English learning contexts. The study introduces blogs and establishes a theoretical framework for their utilization within the parameters of complex and competency-based approaches. The literature review on the discussed topic reveals that blogging, as a communicative activity, is advantageous for developing reading competence in 10th-grade students, provided it is not excessively employed in the classroom. A set of tasks and exercises designed for reading blogs in the 10th grade must incorporate contextual communicative situations, augment students' lexical repertoire, cultivate grammatical competence, and facilitate the training of intricate phonetic instances. Blogging encourages students to express themselves, fostering self-confidence and providing an opportunity to practice social behavior rules during communication. Furthermore, this technique enhances students' creativity and fluency through active participation in various communicative situations presented in the English language class. Research confirms that employing English blogs in teaching reading to secondary school students can effectively modernize the educational process and motivate learners for intercultural communication. The potential for further research lies in developing a set of tasks based on the national curriculum for 10th- grade students.

THE PERCEPTION OF TEACHERS ON THE USING FLIPPED CLASSROOM APPROACH ON FORMATION ICC COMPETENCE AMONG SECONDARY SCHOOL STUDENTS

Teaching a foreign language contributes to the development of communicative abilities necessary for effective interpersonal and intercultural communication. The teacher should pay close attention not only to the selection of the most effective pedagogical technologies and methods of teaching a foreign language, but also to the peculiarity of their application, taking into account the ethnic heterogeneity of groups of students. In this case, intercultural communication comes to the fore in the educational process as a basic strategy for understanding the culture of other languages. The process of developing the intercultural communicative competence of students will be more effective if the latest information technologies are actively used. Flipped classroom is one of the suggested technologies. This article examines the perception of teachers on the using flipped classroom approach on formation intercultural-communicative competence among secondary school students. The article describes the results of the survey conducted among secondary school foreign language teachers.

Teaching Turkish as a Foreign Language in Secondary Schools According to the Views of Prospective Turkish Teachers

Teaching Turkish as a Foreign Language in Secondary Schools According to the Views of Prospective Turkish Teachers

Features of using e-resources when learning Chinese as a second foreign language in secondary school

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.

Structure-based Versus Dynamic Usage-based Instruction

In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings in SLA research, which showed that explicit instruction is more effective in foreign language acquisition (Norris, & Ortega, 2000; Spada, & Tomita, 2010) and is even considered essential to achieve accuracy in advanced writing (Gunnarsson, 2012). The aim of this classroom study is to test these claims as it compares a structure-based (SB) method to a Dynamic Usage-Based (DUB) method in developing writing mastery in a pre-university program for French. The results suggest that both programs are equally effective in achieving grammatical accuracy and obtaining general text scores, but a DUB program seems more effective in achieving lexical complexity and fluency.

Research Related to Teaching Chinese Language and Culture in U.S. Classrooms: A Guide to Teaching Foreign Languages in U.S. Elementary and Secondary Schools

Language and Children: A Guide to Teaching Foreign Languages in American Elementary and Secondary Classrooms is a classic second language teaching series co-authored by two language educators, Helena Cotton and Carol Ann Dahlberg. The book reflects the latest advances in language classroom research and is the only comprehensive guide to foreign language classroom methods for K-12 and college students, using language learning objectives as the guiding principles for classroom rules and instruction. [Cheng Liang: "The Golden Key to Second Language Acquisition: A Review of the American Guide to Teaching Foreign Language in Elementary and Secondary Schools," Journal of Jiamusi Vocational College, 2019 (05)] Through careful reading, I have gained deeper thoughts and knowledge about various aspects of immersion teaching, teaching integration of language and culture, and teaching communication. Because I am very interested in "how to realize the organic integration of language and culture teaching in second language teaching classrooms," I focused on Chapter 9, "Experiencing Culture in the Classroom: Interaction of Language, Culture and Curriculum," and came up with a series of reflections, including insights into children's cultural teaching, academic associations, thoughts on overseas Chinese cultural I have a series of reflections, including insights on teaching children's culture, academic associations, thoughts on teaching Chinese culture overseas, and reflections on some of the contents of the book.

AUTONOMOUS LEARNING ABILITY OF CHINESE LANGUAGE LEARNERS IN CAMEROON

Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country’s development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.

RETHINKING INITIAL TEACHER TRAINING MODEL OF SECONDARY SCHOOL CHINESE LANGUAGE TEACHERS IN CAMEROON

Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country’s development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.

CHECKING DIGITAL COMPETENCE FORMATION OF FOREIGN LANGUAGE FUTURE TEACHERS USING GAME SIMULATORS

The article substantiates the need for the formation of digital competence of future teachers of foreign languages (here and thereafter - teachers) as an important component of their professional competence. Taking into account the theoretical works of domestic and foreign scientists on the problem under study and the peculiarities of training teachers for professional activities in the context of the requirements of the New Ukrainian school, the concept of "digital competence of future teachers of a foreign language" is specified, its main structural components (motivational, content, operational) activity and personal-reflexive) are defined. Among the means, providing the formation of digital competence of teachers, the game simulators, considered in the context of obtaining professional experience, skills, and abilities. To determine the level of formation of digital competence of teachers, criteria (motivational, cognitive, operational-activational, reflexive-corrective) and indicators were developed, by which the levels of its formation (low, average, sufficient, high) were determined. To increase the level of formation of digital competence of teachers, game simulators, expedient for use in the process of their professional and pedagogical training, the content of the disciplines "Methods of teaching a foreign language in secondary school", "Innovative approaches to teaching foreign languages in high school", "Modern approaches to teaching foreign languages" was selected; forms, methods and ways of using game simulators in training teachers were developed and introduced. Based on the analysis of the results of the pedagogical experiment, the difference in the levels of formation of digital competence of teachers using game simulators in the experimental and control groups was proved, which confirms the effectiveness of formation of digital competence of teachers by game simulators.

Cultural Approach to Teaching Communicative English as a Foreign Language in Secondary English Language School

The communicative approach requires teaching a foreign language through target, national and global culture. As English is the "lingua franca", modern students should use English for international communication, aiming at its relevant application for appropriate socialization and in future occupational/professional practice. The current paper explores a comparative, cross-cultural approach to EFLT in a Bulgarian English Language Secondary classroom. Fifty-two eighth-graders, aged 14 from "V. Karagiozov" English Language School, Yambol participated in the experiment. The study aimed to improve the quality of EFLT teaching and achieve better socialization of children from various ethnicities, thus educating them in respect, tolerance, non-aggressive behaviour, and ethics. Moreover, a way of representing Bulgarian cultural traditions was explored as a means of performance in English the patriotic defence of national dignity.

A historical analysis of modern Japan’s exclusively English-focused foreign language education policies

This paper discusses foreign language education policies in the school system in the Meiji (1868-1912) and Taisho (1912-1926) eras in Japan. The country’s current exclusively English-focused policies in secondary school foreign language education were officially established with the enactment of the Middle School Teaching Rule Outline in 1881, in which English was listed as the only foreign language subject. German and French were added later, but their status was not as stable. In several policymaking-related meetings, such as the Upper-level Education Committee (1896-1913) and the Research Education Committee (1913-1917), exclusively English-focused foreign language education received criticism. However, the outcomes of meeting discussions always favoured English education. By examining discussions in the two committees and the Extraordinary Committee for Education (1917-1919), which succeeded those two, this paper notes that two factors contributed to the policy consequences: the purpose of foreign language education and the number of foreign languages for students to learn. The purpose of middle school education was prescribed as to provide male students with the most important higher-level general education and that of higher school education as to provide the complete achievement of higher-level general education. The purpose of foreign language education was not necessarily compatible with general education. Moreover, by adopting the One Foreign Language Principle, Japan’s foreign language education inescapably became almost entirely English-focused to the detriment of other languages. The paper concludes by examining the assumptions that Japan’s foreign language education policies have made about the Plural Foreign Language Principle.

Potential of International EMail Projects in the Process of Teaching a Foreign Language in Secondary School

The purpose of the article is to identify the theoretical foundations of the implementation of E-Mail projects in the process of teaching foreign languages; to analyze the results of implemented E-Mail projects; to encourage the implementation of similar projects in order to create conditions for intercultural interaction of students, to determine the role of partner teachers organizing international E-Mail projects. Statistical processing and visualization of data was carried out using the automatic calculation of the Student's t-test and the Microsoft Office 2019 package. The survey was conducted among 85 secondary school students aged 12 to 15 years who study German as a second foreign language; 25 coordinators of international E-Mail projects – teachers of German, undergraduates and students of the Department of German Philology of the Institute of Philology, Journalism and Intercultural Communication of the Southern Federal University. The conducted testing revealed positive aspects of the introduction of international E-Mail projects in the process of teaching.

Exploring Audiovisual translation as a didactic tool in the Secondary school foreign language classroom

The aim of this research is to showcase the versatility of Audiovisual Translation (AVT) as a resource in the language classroom. Didactic AVT helps students improve their communicative competence and linguistic skills in the foreign language (L2). Students also develop their digital competence by working with online resources and AVT editing software, and their intercultural competence by being exposed to authentic material in their L2. Mediation skills, as promoted by the CEFR (2001), are also developed with the implementation of didactic AVT. The literary review first introduces general concepts of didactic AVT, and later breaks down different AVT modes to focus on the benefits and potential downsides as classroom resources inherent to each one: subtitling, dubbing, subtitling for the deaf and hard of hearing (SDH) audio description (AD), and creative AVT. With the intention of exemplifying some practical applications of AVT modes as central tasks in Secondary school EFL classrooms, this paper presents four learning sequences which are based on the theoretical principles reported in the reviewed literature. These learning sequences are not meant to be prescriptive, but rather an example of potential ways to implement AVT in the classroom.

METHODOLOGICAL FOUNDATIONS OF WORKING WITH CREOLIZED TEXT WHEN TEACHING A FOREIGN LANGUAGE IN SECONDARY SCHOOL

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.

The Formation of Reading Literacy in German Lessons

The concept of reading literacy as one of the elements of students' functional literacy is considered. On the basis of modern teaching materials aimed at learning German as the first and second foreign language in secondary school, an analysis of the problems faced by teachers and students in the process of forming reading literacy in the classroom in a foreign language (German) was carried out and ways to overcome them were proposed. The tasks for the development of meta-subject skills and the ability to actually read, depending on the level of development of reading competence, are considered.

Проблемы освоения умения говорить на английском языке учеников 8–9 классов и пути их решения

An important role in teaching a foreign language is played by taking into account not only objective difficulties, but also subjective reasons caused by the peculiarities of the age, psychology and personal interests of the student. Despite the numerous publications on problems in learning a foreign language in secondary school, there are practically no studies that include an analysis of problems of both an objective and subjective nature in teaching English to speak - it is speaking that is noted by teachers and students in grades 8th–9th as the most difficult section in the study of a foreign language. The purpose of the study is to identify the main difficulties in teaching speaking that teachers and students face, and to find ways to solve the identified prob-lems. The main research methods are observation and questioning of teachers and students. The results of the study are described: overcoming the most pronounced difficulties in teaching speaking (fear (50 %), lack of knowledge (29,7 %), lack of practice (20,3 %)) involves the development of a new format of classes that will allow you to cope with identified barriers. The scope of the results of the work varies from teaching English in the framework of school education to teaching it in higher educational institutions, as well as in advanced training courses. It is proved that speak-ing is one of the most difficult sections of learning a foreign language, both in the opinion of teachers and in the opinion of students in grades 8th–9th. Based on the survey data, it was suggested that the use of English-language films and tasks developed for them in English lessons, taking into account the recommendations of researchers in the field of adolescent psychology, will improve the quality of mastering the ability to speak English.