Foreign Language Lessons Research Articles

AN EXAMPLE OF LESSON PLAN WITH PROJECT-BASED LEARNING APPROACH IN FRENCH AS A FOREIGN LANGUAGE: PETITION WRITING

This study is an example of a lesson plan based on project-based teaching of a subject in French class. Among the learning methods, the project-based learning approach is one of the most suitable for achieving the goals set in foreign language lessons. This application example includes an example lesson plan application based on the project learning prepared for a real-life performance task (writing a petition) and the learning of petition writing of students learning French as a foreign language within the framework of project-based learning approach. The example of a form is also given in the study in order to evaluate students’ products and performances in a versatile way. In the study, the students have similarly demonstrated the correct petition writing performance through a properly and correctly written sample petition, thanks to the lesson plan that explains each step in detail. The student, who is active at all stages of the learning process, has the opportunity to evaluate his performance with the Self-Assessment form and Rubric. In foreign language learning, project-based learning that provides the students with cognitive process skills has become a very appropriate approach in terms of learning and acquiring language, using it effectively in problem solving and communicating by associating it with daily life. The student, who is at the center of the learning process at all stages, acquires more permanent and meaningful learning as he performs the learning process hisself, and thus improving hisself as a lifelong learner.

Foreign language lessons and their schedule

This article deals with conducting foreign language classes, optional classes, the purpose of classes, methodological resources, and practical exercises.

ОБУЧЕНИЕ ПИСЬМУ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА

Teaching to write is the study of spelling and graphic representation of printed and capital letters. It is the developing skills and accumulating knowledge in mastering the English language. The article discusses the main aspects of teaching writing at foreign language lessons

Integrated Lesson as a Way to Form a Foreign Language Culture of Primary Students

The article is devoted to the study of the influence of integrated lessons on the formation of a foreign language culture of primary students. Since at the stage of modern education, teachers are faced with the task of forming holistic knowledge among students, so that when they leave school, they have a complete picture of the world and worldview, then integrated lessons, as a form of non-traditional lesson, are a very effective technique. The purpose of the article is to substantiate the effectiveness of the use of integrated lessons as a way to form a foreign language culture of primary students. The methodology is based on the study of general approaches to the organization of integrated learning, the system of its methods and techniques. The main research method is theoretical, including analysis of the literature on the research problem, synthesis, generalization and interpretation of data. Conducting integrated lessons in combination with traditional lessons contributes to the effective formation of educational and cognitive activity of primary schoolchildren. Integrated lessons provide an opportunity to form a worldview, practical skills that contribute to the development of productive thinking, cognitive activity, the development of the student’s volitional qualities, memory, and the development of the ability to express their opinion. In conclusion, integrated foreign language lessons with other academic disciplines contribute to the formation of a creative, comprehensively developed, tolerant, independent, responsible and capable of thinking personality. Integrated lessons contribute to the formation of a foreign language culture among primary students.

TEACHING LISTENING AT FOREIGN LANGUAGE LESSONS

This article discusses the issues of teaching listening in foreign language lessons and the problems associated with listening.

Foreign Language Anxiety: Exploring Across Gender

Knowing multiple languages has always been an advantage to a person be it for work purposes or for personal gain. However, learning foreign languages is not a walk in the park. Most of the learners experience difficulty during foreign language lessons. Thus, this study is done to investigate one of the common students’ struggles, which is foreign language anxiety especially in the context of genders. 100 participants consisting of 50 female students and 50 male students were purposely chosen from a public university in Malaysia to answer a quantitative survey adapted from Horwitz, Horwitz and Cope (1986). The survey is divided into 3 sections including communication apprehension, fear of negative evaluation and test anxiety. Data extracted from both survey and SPSS revealed that students are indeed feeling anxious during foreign language classes particularly in the context of fear of negative evaluation. Findings from this study also shows that there is no significant anxiety level difference between female and male students though female students show a slightly higher number. Thus, despite the gender differences, educators ought to help students who experience difficulty during lessons.

DIGITAL TECHNOLOGIES AS А TOOL FOR INTERACTIVE LEARNING IN FOREIGN LANGUAGE LESSONS

This article is aimed at finding and implementing possible ways of using the Padlet Internet service in organizing interactive cooperation of students in foreign language lessons. According to the authors, the Padlet Internet service is an important tool in organizing interactive cooperation of students in lessons. Empirical and theoretical research methods were chosen to study the question posed. As a result of the research, the authors of the article on a theoretical and practical basis demonstrate effective ways of using the features of the Padlet Internet service that contribute to the successful organization of interactive cooperation of students in foreign language lessons. During the pedagogical experiment, the Padlet online whiteboard was used by us as a means to facilitate the organization and presentation of students' projects.

Research in teaching communication based on project technology in different stages of professionalization

The reform of education and the introduction of new pedagogical technologies into the practice of teaching should be considered as the most important conditions for the student's intellectual, creative and moral development. The development becomes the key word of the pedagogical process, the essential, deep concept of learning. The article highlights one of the modern methods of teaching a foreign language, the project method. The methodology presents a typology of projects that distinguishes projects by type of activity, by the principle of the subject-content area of the project, by the nature of coordination, by the nature of contacts, by the number of participants, and by the duration of the event. The project method allows you to create a research-creative atmosphere in a foreign language lesson, where each student is involved in an active cognitive process based on the methodology of cooperation. By the project method, we mean a comprehensive teaching method that enables students to exercise independence in planning, organizing and controlling their activities. This method provides personality-oriented education, making it possible to study the practice of life through a foreign language in a real information space. This article presents the main requirements and recommendations for the organization of project work and the advantages and disadvantages of the method that must be considered in the educational process. This article considers the project method as one of the most effective methods of teaching a foreign language since it contributes to developing various abilities, skills, and general educational and professional competencies that are significant for a modern specialist.

The Role of Foreign Language Education in preserving the Russian Culture

The article deals with the axiological aspect of foreign language education related to the formation of traditional spiritual and moral values among students, future teachers of a foreign language. The article presents the results of teacher survey of different educational levels within the framework of the large-scale project “Axiology of Foreign Language Education in the Context of Future Teacher Training”, implemented by the Institute of Foreign Languages of Moscow State University in the framework of the National Project “Education” during the period from 2019 to 2024. The author analyzes different points of view expressed by the respondents and offers methodological solutions for the formation of the younger generation’s civic worldview in a foreign language lesson. The emphasis is placed on the comparative analysis of languages and cultures, thematic lessons and competitions on socially significant topics, as well as the application of the tandem method in foreign language teaching.

An English afternoon tea at Fortnum & Mason’s. Scenariusz lekcji

"A foreign language lesson is inextricably linked with a lesson on a new culture. The overriding goals of learning a language should be communication and the ability to apply the given structures and learned words and phrases in a particular situation. This lesson plan presents one of the UK’s flagship traditions - afternoon tea. There are many voices pointing out that the teacher should use authentic materials, and integrate the language lesson together with the culture. The scenario presented below fits into this rhetoric - it virtually takes the learner to a London tea room, Fortnum & Mason, where the student learns the vocabulary for booking a table and ordering an afternoon tea. In addition, they learn about elements of British culture - the traditions of tea drinking and celebrating afternoon tea together."

Clip thinking as a consequence of virtual communication: Pedagogical methods of neutralisation in foreign language lessons

The development of modern information and communication technologies has led to the fact that online communication has become almost the only means of feedback between teachers and students, but the clip thinking that results from virtual communication reduces attention, performance and quality of knowledge. The purpose of this research is to consider the specific features of virtual communication and clip thinking, to identify the challenges caused by the interaction of the phenomena of online communication and clip thinking, and to suggest ways to improve the effectiveness of the pedagogical process, in particular in foreign language lessons. The main research methods - analysis of new literary sources on the chosen subject, generalisation, specification and description of the results obtained. The research proves that the active interaction of Internet communication and clip thinking determines the need to mitigate the adverse effects and successfully transform their interaction into a positive one, in particular, by pedagogical methods. For the first time, the synthesis of clip thinking and virtual communication is considered, and specific ideas are presented to neutralise its certain adverse effects. It is established that the mediation of communication by electronic means of communication leads to quick thinking. It was identified that anonymity, the voluntariness of contacts and uncertainty of linguistic and social provisions - are the causes of linguistic minimalism and linguistic poverty, while convenience, synchronicity and asynchrony lead to the fact that learners have to do several things at once, and polyphony can cause any sign of clip thinking. It has been established that the replacement of non-verbal means of communication with emoticons leads to linguistic minimalism and poverty due to the inability to correctly describe one’s own emotions or inaccuracies in the emoticon. It is proved that the global intercultural nature of electronic communication due to the lack of knowledge of a foreign language can cause linguistic minimalism and poverty, and Internet communication with all its features leads to students’ preference for particular thinking. The study allows considering all the features discussed in the organisation of the pedagogical process and more carefully selecting methods of developing logical-conceptual and systemic thinking of adolescents, in particular, in foreign language lessons.

ОБУЧЕНИЕ СТУДЕНТОВ ЛИНГВИСТИЧЕСКОГО ВУЗА МЕТОДИЧЕСКОМУ АНАЛИЗУ УРОКА ИНОСТРАННОГО ЯЗЫКА

The paper deals with the problem of teaching linguistics majors to analyze a foreign language lesson. Methodological analysis is one of the aspects of teacher training, and teaching it helps develop analytical and lesson planning/organizing skills in students. The author defines the importance of analytical skills, their place in the structure of methodological competence, reveals the possibilities of their development in the process of teaching students different types of methodological analysis of the lesson, describes the organization of training and its results.

Развитие умений чтения на иностранном языке у младших школьников с использованием учебных онлайн-книг

The aim of this study is a theoretical substantiation of the expediency of using online books for the development of foreign language reading skills in primary schoolchildren. The paper considers the features of teaching semantic reading at foreign language lessons in primary school, describes the types of communicative reading, the stages of working with a text when teaching a foreign language in primary school. The scientific novelty of the study lies in identifying the criteria for selecting texts for teaching foreign language reading at an early stage of learning; defining the notion of “online book”; highlighting the requirements for the content of electronic books as educational materials; developing the structure of an online book and the content of the stages of work on developing reading skills using online books at foreign language lessons in primary school. As a result of the study, didactic material was created in the format of an online book for the development of foreign language reading skills in primary schoolchildren by the material of the English language.

Effective forms of teaching a foreign language in modern society

The effectiveness of the educational process increases the use of various forms of teaching in foreign language lessons. An information search in scientific and pedagogical sources led to the conclusion that there is no clear definition of the concept of "forms of education" in pedagogical science. In the explanatory dictionary of S. I. Ozhegov, the concept of "form" is interpreted as a type, device, type, structure, construction of something due to a certain content. I.M.Cheredov defines the form as a special construction of the educational process, the nature of which is determined by its content, methods, techniques, means, types of student activities.

Critical literacy through Information and Communication Technologies in the primary educational systems of Spain and Switzerland: A comparative study based on the example of WebQuests

In this present paper, a comparative study between the Spanish and Swiss primary educational systems took place, investigating whether WebQuests are used in the foreign language lesson for the instruction of critical literacy in multilingual environments. The modern learning environment requires student-centred teaching, with new technologies creating ideal learning conditions which, although they carry many risks, have advantages over traditional ones, creating a lively learning and collaborative environment. In the case of WebQuests, searching for information on the internet ceases to be an arduous process, since it is guided. In addition, it enhances and promotes reflection, critical thinking, creativity, discovery and presentation of new information, delving into real-life issues and situations which are key elements of critical literacy.

Methods and approaches of teaching speaking in foreign language lessons in higher educational institutions

The article discusses ways of effective conducting of speaking lessons in high school and in higher educational institutions. As a result, not only speech skills improve, but also oratory skills, critical thinking develop, discussion and dialogue skills, respect for the interlocutor, the ability of using argumentation and evidence during public speeches develop.

Aesthetic Education of Students in Foreign Language Lessons in Secondary School as a Component of Multicultural Education

The article discusses various ways and means of implementing aesthetic education in the classroom and during non-school hours. The authors note that a special place in the education of an aesthetic personality is occupied by art, which embodies the aesthetic category of beauty. For this purpose, excerpts from works of fiction (for example, poems) and other works of art (paintings, movies, etc.) are used to work on language material. The main goal is to form a taste for the beautiful, the ability to read aloud and listen attentively to the poems of English poets, and then express your impression and share your thoughts, repeat or learn lexical and grammatical material. One of the inexhaustible sources of spiritual development of students is poetry. In addition, in foreign language lessons, poetic works are studied for practical purposes: for the formulation and improvement of pronunciation, illustration and memorization of grammatical material, the development of listening and speech skills. Familiarization of students with English and American literature provides an excellent opportunity for the development of their philological flair and literary taste. This allows them to feel the value of the word, responsibility when operating with the word, sharpens their ability to understand and feel the subtle nuances of the word in each language.

ТЕХНОЛОГИИ ОРГАНИЗАЦИИ КОММУНИКАТИВНО-ТВОРЧЕСКОЙ ДЕЯТЕЛЬНОСТИ УЧАЩИХСЯ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА

This article is devoted to the problem of communication and creative activity at the foreign language lessons in the theory and practice of secondary school education. The authors consider some aspects of the development of communicative-creative thinking in the process of foreign language learning and communicative-creative technologies in teaching foreign languages ​ ​ as a goal-setting aspect of their research. Examining the methodology and scientific approaches, we clarify the psychological and pedagogical conditions for organizing communicative and creative activities while learning the English language. This involves the use of active teaching methods and a learner-centered approach during foreign language lessons. The key findings include a detailed description of the authors' use of collage and interactive “speaking” postcard technologies perceived as forms of art technologies aimed at fostering students' communicative and creative skills and enhancing their proficiency in foreign language communication. The conclusions drawn from the research are substantiated by its originality, and the value of the obtained data is predominantly of an applied nature. The practical significance lies in the potential wide adoption of the methodology developed by the authors in real-life foreign language teaching scenarios. Future research endeavors will focus on publishing the obtained results in professional journals and presenting the developed methods to the academic community through participation in scientific-practical conferences and similar events.

PROFESSIONAL DEVELOPMENT OF A FOREIGN LANGUAGE TEACHER AT UNIVERSITY: COMPETENCE AND CREATIVITY ASPECTS

The article deals with the issues of development of foreign language teachers’ competences and creativity at university. The necessity to constantly develop professional competences of a foreign language teacher has been substantiated; the lack of research on a foreign language teacher’s creativity in scientific literature has been stressed. The connection of creative teaching with emotions has been revealed. Emotions at foreign language lessons have been specified as a factor affecting students’ academic outcomes, interest, commitment and personality development. The ability of emotions to affect the social atmosphere of a classroom and learning environments has been admitted. Teachers’ creativity and teaching effectiveness have been defined as two essential elements of teaching. The article says that foreign language teachers’ professional competences can be developed both in a formal way – through participation in improvement proposals offered by various institutions, and in an informal way: reading specialized literature or meetings with other teachers of a given training discipline for exchanging professional experience. A STRIDE technique has been suggested for leading a teacher through a process of reflection using a six-step focused analysis, which helps teachers to understand both their strengths and the problem areas as well as to make them notice potential ways of reaching their goals.

O tekstach autentycznych w nauczaniu języka obcego w szkole średniej

This article addresses issues related to the introduction of authentic written texts in foreign language lessons. The possibilities of their use are presented, their types are described, as well as the criteria of their selection. The importance of authentic texts is emphasized as they enable contact with the living language and, due to their natural complexity, also general competence. They are the basis for grammatical and lexical exercises. As a source of cultural knowledge, they enhance the attractiveness of the classes.