Foreign Language Need Research Articles

Methods of teaching foreign languages on the example of a higher educational institution

Relevance. The relevance of the declared subject of scientific research is determined by the growing need for learning foreign languages and the problems of finding an effective methodology for teaching foreign languages in modern higher educational institutions of Kazakhstan. Purpose. The purpose of this research paper is to study the main stages of learning in the study of a foreign language and the methodology of teaching foreign languages on the example of the L.N. Gumilyov Eurasian National University. Methodology. The basis of the methodological approach in this research paper is a qualitative combination of theoretical and diagnostic research methods. In particular, analysis, synthesis, interpretation, generalization and abstraction were used to determine theoretical approaches to explaining the methodology of teaching foreign languages, the comparative-historical method, the problem-comparative and structural method were used to characterize the main learning stages in the study of a foreign language, and diagnostic methods, including questionnaires, interviewing and testing, were used to study the methodology of teaching English. Results. The main results obtained in the framework of this scientific research should be considered the rationale for the methodology of teaching English at the L.N. Gumilyov Eurasian National University and highlighting the main learning stages in the study of English with the help of diagnostics, which was carried out on the basis of this educational institution. The results of this scientific research are of practical value for teachers of foreign languages, as well as for other researchers and methodologists. Conclusions. In conclusion, this study highlights the effectiveness of the methodology for teaching English at L.N. Gumilyov Eurasian National University, emphasizing the importance of diagnostic methods in identifying key learning stages. The findings offer practical value for foreign language educators and researchers, providing a framework for improving foreign language instruction in higher educational institutions in Kazakhstan. Keywords: information technologies; communicative competence; communicative culture; curricula; teaching specifics

AGRICULTURAL TERMS AND THE LEXICAL EXPRESSION OF ANTONYMY AND SYNONYM OCCURRENCE IN THESE TERMS

We know that the political and economic development of the mutually beneficial cooperation of the Republic of Uzbekistan with foreign countries is increasing the need for foreign languages. The requirements for the training of specialists, especially in the field of economy, have changed radically. Now, it has become a very urgent issue for specialists working in the agricultural system to know foreign languages perfectly. Because a lot of foreign language terms are used in the field of agriculture. When translating agricultural terms from one language to another, it is necessary to understand their semantic, morphological, structural, contextual and other linguistic features in both languages. Therefore, in order to carry out work related to the field of agriculture between foreign countries ssian, English, and Uzbek languages. This, in turn, creates a basis for improving the communicative competence of agricultural workers, translators and specialists in this field. Each language lexicon includes a system of terms. The terms are different: general, scientific, special, regional, etc. Most agricultural terms are used in the field of agriculture

LEARNERS ’ FOREIGN LANGUAGE PREFERENCES IN THE CURRICULUM: ANALYSIS OF FOREIGN LANGUAGE POLICY IMPLEMENTATION IN ZIMBABWE’ UNIVERSITIES

The purpose of this study was to establish university students’ foreign language preferences. It was motivated by the observation that, in Zimbabwe learners’ foreign language preferences are not included in the curriculum. This study was guided by the pragmatist philosophy which sought what works in a given context. The research design was a linear combination of document analysis, survey and focus group discussions. Data was collected from a stratified sample of 279 adult learners at a university of technology in Zimbabwe. The study found that, Zimbabwe school curriculum is limited by the foreign language policy to offer the following foreign languages: English, French, Portuguese and Chinese mandarin. Learners’ foreign language preferences include Japanese and Chinese to facilitate trade and commerce. Zimbabwe imports computers and vehicles under the “Look East policy.” These technical appliances bring with them repair and maintenance manuals which are in Japanese or Chinese. Consumers who are illiterate in such foreign languages operate and repair them on a trial and error and trial and success basis. The utility value of foreign goods dictates the need for foreign languages in the school curriculum from primary school. Schools limit their foreign languages because there is not compulsory policy. They have no teachers for other foreign languages besides English. The study encourages foreign bilateral relations for the promotion of language teachers’ from Zimbabwe to learn foreign languages and how to teach it within the appropriate context. Foreign embassies canthe teaching of foreign languages by supplying videos which can be played and discussed in the context of the foreign culture. The few lecturers and teachers of foreign languages can be sponsored to write or translate stories from Zimbabwe’s context into any foreign language that they are competent in to enhance the utility value for foreign languages in Zimbabwe.

The Effect of Suggestopedia Method on Young Learners’ English Vocabulary Achievement at Destawan Hindu Orphanage

English is a very important language to be taught and learnt because nowadays it is spoken by billions of people worldwide in many aspects of life. It makes people across the globe with English as L1, L2, and also foreign language need to learn English as well especially Indonesia. This study aimed to investigate the significant effects of the Suggestopedia method implementation on young learners’ vocabulary achievement. This study applied a quantitative method with a quasi-experimental design. The population of this study was children at the Destawan Hindu orphanage. The sample was 10 children classified as young learners (ages 7-12). Data were collected through a pretest-posttest which includes 20 MCTs. The experimental and control group data were analyzed using an independent samples t-test and Glass’s delta effect size. The finding revealed that the mean score of the experimental group was higher than the control group with a large Glass’s delta effect size (2.98 more than 0.80). In conclusion, the implementation of the suggestopedia method has a significant effect on young learners’ vocabulary achievement.

The Phonological Interference of Balinese Language of Jagaraga Dialect in English Pronunciation

English is a very important language to be taught and learnt because nowadays it is spoken by billions of people worldwide in many aspects of life. It makes people across the globe with English as L1, L2, and also foreign language need to learn English as well especially Indonesia. This study aimed to investigate the significant effects of the Suggestopedia method implementation on young learners’ vocabulary achievement. This study applied a quantitative method with a quasi-experimental design. The population of this study was children at the Destawan Hindu orphanage. The sample was 10 children classified as young learners (ages 7-12). Data were collected through a pretest-posttest which includes 20 MCTs. The experimental and control group data were analyzed using an independent samples t-test and Glass’s delta effect size. The finding revealed that the mean score of the experimental group was higher than the control group with a large Glass’s delta effect size (2.98 more than 0.80). In conclusion, the implementation of the suggestopedia method has a significant effect on young learners’ vocabulary achievement.

Using Podcasts to Improve Listening and Speaking Skills: Literature Review

Listening and speaking are fundamental communication skills. Language learners who study a foreign language need to learn these skills seriously to communicate well. Unfortunately, learning those skills is difficult for them. As podcasts have many benefits for the students, those resources help students to learn the language. The paper discussed how podcasts are helpful for foreign language learners to improve their listening and speaking skills. This literature review indicated several previous studies recommending using podcasts as learning support in improving listening and speaking skills.
 
 Keywords: Podcasts, Listening skills, Speaking skills.

Exemplar-based genre instruction

Medical students who are learning English as a foreign language (EFL) need to master the ability to write professional reports. Several studies have focused on professional writing in the context of English as a second language (ESL) with advanced learners, but lower-intermediate EFL learners have yet to be examined. This study aimed to implement an exemplar-based genre instruction programme to examine its effectiveness in terms of improving Saudi EFL learners’ ability to write patient reports. The study consisted of two phases: analysis of the moves/steps of patient reports and exemplar-based genre instruction. First, the moves/steps in 30 authentic patient reports were analysed to build the framework which was then compared to another framework based on the work of Bench et al. (2014). Second, an exemplarbased genre instruction programme was implemented over six weeks with 36 EFL Saudi medical learners, and the outcomes were evaluated. The findings revealed that increased genre awareness improved the quality of learners’ writing, particularly their grammar and vocabulary. Teachers of English for specific purposes (ESP) may need to focus on increasing learners’ awareness of the medical-report genre’s lexico-grammatical features in addition to its moves.

Вариативность методов и приемов обучения иностранному языку на раннем этапе

We present an overview of traditional and modern methods used in teaching children a foreign language at an early age. Feasibility of earlier foreign language competence development and need for training specialists with a narrow focus in foreign language teaching in the preschool education system are justified. We describe the age and psychological characteristics of younger learners. The categories of learners are characterized depending on the type of information perception: visual learners, aural learners, verbal learners, physical learners, logical learners, social learners and solitary learners. The factors motivating them to learn are substantiated, including a foreign language acquisition. The authors describe the methods and techniques that are commonly used in teaching English, such as Total Physical Response, the Natural Approach, Audiolingual Method, Communicative Method, CLIL (Content and Language Integrated Learning).

STUDIUM PRZYPADKU POLSKIEGO UCZNIA Z DYSLEKSJA UCZĄCEGO SIĘ JĘZYKA ANGIELSKIEGO JAKO JĘZYKA OBCEGO METODĄ MULTISENSORYCZNĄ ORAZ WPŁYW TAKIEGO NAUCZANIA NA SKUTECZNOŚC WŁASNĄ UCZNIA

Cel: Celem badania jest wykazanie iż uczniowie z dysleksją podczas nauki języka obcego wymagają wyjątkowego traktowania, innego od tego jakie jest oferowane uczniom bez szczególnych potrzeb edukacyjnych. To szczególne działanie dotyczy zarówno zindywidualizowanego podejścia do ucznia jak i zastosowania szczególnych metod nauczania języka obcego ułatwiających naukę uczniom z dysleksją
 Metody: Autorka przeprowadziła badanie opisowe przypadku, w którym przez okres 6 tygodniu zastosowała 6 indywidualnych sesji, podczas których nauczała języka angielskiego dwunastoletniego chłopca z dysleksją. Ponadto w celu uzyskania triangulacji danych przed rozpoczęciem oraz po zakończeniu badania uczeń wypełnił kwestionariusz na skuteczność własną
 Wyniki: Rezultaty przeprowadzonego badania pokazują, iż indywidualne sesje z uczniem z dysleksją poprawiły znacznie jego kompetencje językowe oraz podniosły skuteczność własną, która jest z kolei warunkiem efektywnego uczenia się
 Wnioski: Poniższe badanie wskazuje na to, że w szkołach powinno być zapewnione dostosowanie metod nauczania do pracy z uczniem z dysleksją. W celu zapewnienia efektywnego nauczania tych uczniów ich nauka języka obcego powinna być zindywidualizowana. To nie tylko pozwoli na bardziej efektywne przyswajanie materiału, ale również na podniesienie motywacji u dyslektyków

Do The Children Need To Learn English at Elementary Level ?

This aim of this research is to provide an insight on English as foreign language learning at elementary school level. Since the English is learned as foreign language in Indonesia, the shifting of English in Indonesia curriculum is one of the interested research focus. It is explicitly declared in Curriculum 2013 that English is taught as an extracurricular subject in Indonesia elementary school. The government does not obligate the elementary students to learn English. The elementary schools have an opportunity to decide English to be included as a subject in the curriculum. The shifting of the government’s consideration in deciding the starting focus of English learning at junior high school level is the maturity level of learners in learning a foreign language. Dealing with the stated focus, a critical overview on the foreign language learning is conducted. Several research reported that learning a foreign language is better to be started at the early age because of the early age students are easier to imitate the new language. The way of thinking in imitating stages is assumed as the best time to start learning a foreign language. In another point, several research reported that maturity level of learners is the essential point to be considered because learning a foreign language need is not only imitating the language but also understanding the culture, combining linguistics aspects and so on. Despite the fact on the different views of scholars, both of the parties agree on the focus of learning a language is not a matter of age. The contributions of several factors are also part of the supported system in learning foreign language. In term of English foreign language learning, different age-level have to be given different learning input. An early age students should be given speaking and listening topics due to the students do not involve the critical thinking process. Meanwhile, the mature students are better to be provided reading and writing topic due to the depth thinking phase is in theirs.

Examining Undergraduate Students’ and In-Service Graduates’ Perceptions of Their Professionally Oriented Foreign Language Needs

Increasing workplace demands on foreign languages skills in professional settings call for a number of considerable changes in the university learning context regarding foreign language teaching. The present study aimed to assess the language needs within and across employed university graduates, first, third, and fourth-year students of non-language majors to further inform such changes. All four language skills, the context of both current foreign language education programs and the use of a foreign language at the workplace were considered. Questionnaires including Likert scale, multiple choice, and open-ended items were distributed among 110 students and 35 currently employed graduates. Descriptive statistics and one-way Analysis of Variance (ANOVA) followed by Tukey HSD and Holm-Bonferroni tests were used to analyze the data. The results indicated several areas of agreement among the participants: A clear need for all four language skills to be developed as high as C2 level and the consistent need to improve speaking. However, several noticeable discrepancies between the perceptions of the target groups regarding the context of workplace language use, such as how often, where, and with whom they expect to communicate, and need for professionally oriented foreign language were revealed. Overall, students may need to be more informed about the challenges regarding the workplace context for language use.

Eine harte Nuss zu knacken«. Phraseologismen im Unterricht Deutsch als Fremdsprache

In the present article I paid attention to teaching idioms in German as a second language. Is the knowledge of idioms possible to master? How many idioms does a student of foreign language need? How should we teach them? How can an idiomatic optimum be achieved? The article starts with a definition of phraseology and idiomatic competence. Then it presents my experience with teaching and knowledge of idioms by students.

ADULT MOTIVATION IN NON-FORMAL FOREIGN LANGUAGE EDUCATION, CORPORATE TRAINING

Developments in the political and legislative spheres have a significant impact on marketing decisions made by an educational establishment. Moreover the great impact is made by the economic environment that determines the level of income for enterprises and purchasing power of the population. Changes in the economic environment cause not only quantitative but also structural shifts in education, the demand for educational services. So, in recent years, when the economic conditions of some enterprises in Ukraine have stabilized to some extent and they began to reach the level of international cooperation, the need for learning foreign languages by the employees of the enterprises and organizations has increased.Demographic characteristics play a particularly important role in the market demand for educational services. General decline in population, mainly due to the decreasing of the new generations being the main consumers of educational services, has significantly undermined the market of both formal and additional education branches. In addition, one of the main problems that hinder the development of paid education in Ukraine is the small size of the middle class being the major support of the development of demand and market taken in whole. The article considers the adult’s attitude towards requirements raised by time and technologies – to communicate in several foreign languages as well as how non-formal foreign language education helps develop new approaches and methods for developing fluent and accurate foreign language speaking abilities.

German language needs in Danish companies

The first section of my paper provides a definition of the need for foreign languages in the business context and catalogues types and indicators of this need. In the second section the methods that can be employed in needs analysis studies are presented. Section three provides illustrative material from a questionnaire-based pilot survey. Taking the case of German companies, I investigate their expectations with regard to linguistic and cultural adaptation by their Danish business partners. Contrary to expectation, knowledge of German culture is regarded as more useful than German language knowledge. The educational implications of the findings of needs analysis studies are then dealt with in the fourth section.

Yabancı dili niçin öğretemiyoruz? Yabancı dil öğreniminde zihinsel edinim temelli öğrenim yaklaşımının yabancı dil öğretmenlerinin görüşlerine göre incelenmesi

The purpose of this study mainly aims on making a detailed research on the issues and the methods used by the language teachers about teaching a foreign language.In the current study qualitative research method and semi-structural interview method were used . With semi-structural interview form teachers’ opinions about the cognitive learning approach on language acquisition was determined.In the present study purposeful sampling was used with 17 language teachers were interviewed in Sakarya.With using the descriptive method, a content analyse was accomplished with the obtained data. According to the findings the teaching and the learning methods of a foreign language need to be changed comprehensively

The use of ICT in learning language for specific purposes

Globalization as a 20th century phenomenon continued intensively in the 21st century and - coupled with a substantial economic crisis - has led to a massive migration of experts from all fields across the countries and continents. Together, these phenomena have forced people to seek employment not only in different cities but also in different countries and continents. Furthermore, scientists and researchers are changing their places of residence to do joint researches, which are intensifying in the XXI century. These migrations have led to a growing need for learning foreign languages, and not only the spoken language: oftentimes, people have to learn language for specific purposes to be able to have successful communication with their colleagues from other countries. Development of modern technologies has changed the way we learn language. Learning is no longer static, classroom-bound, relying on textbooks and teachers. It uses multimedia while applying ICT and is quite often done online, with a teacher who is, of course, still present, but whose role has undergone a complete change, and a new one is also being adapted to alterations, embracing the advantages of the new technologies utilization in the language learning processes, especially in learning language for specific purposes. The aim of the paper is to show the lecturers' role in foreign languages teaching , the use of ICT in foreign languages instruction, and the teacher-student relationship. The results of the survey and statistical data show that students have a great interest in learning LSP online, which is particularly popular among the employed. Hence we may conclude that IT and ICT greatly facilitate and improve LSP learning, since materials and courses are available at all times, and their number is constantly rising.

School Languages between Economy and Politics: The Foreign Language Curriculum in Northern German Schools (1850-1900)

The modern foreign languages French and (later) English found their way into the German curricula over the course of the 19th century. This process ended in 1901 when English was awarded acceptance as a final examination subject in Prussian Gymnasien. Before that, French and English had already played a substantial role in middle schools and were major parts of the curricula of Realschulen all over Germany, especially in the merchant Hanseatic cities. The obvious need for modern foreign languages there continually contended with the older view of languages being part of general and formal education; the prospective merchants’ need for communication competed with traditional grammar-translation methods. Whether English or French were taught not only depended on trade partners but also on other aspects, such as literature or linguistic features of the respective language discussed in the schools’ publications. The following article takes a closer look at reasons and justifications for the choice and sequence of school languages in Hanseatic cities like Bremen and Hamburg.

Multilingualism as a Business Development Factor

Globalisation and rapidly changing economic environment force businesses to look for new survival or development strategies, fight for new markets, and adapt to turbulent circumstances. Access to new countries and expansion to new markets increasingly determine success and affect the overall economic development. Such factors as growing volumes of export and import, increasing tourism flows, and intensifying international territorial mobility increase people‘s motivation to learn foreign languages. Such knowledge not only extends conditions of economic operation, but also increases the efficiency and reliability of communication (for example, facilitates the acquisition of foreign organizational culture). Therefore, it can be concluded that the processes of economic globalisation increases the need for foreign languages as well as the value of linguistic skills. On the other hand, the dominant position of the English language in the world continues to be strengthened; English is widely considered as the international language of communication. However, as English is treated as a norm, other languages become even more significant. This article presents the business survey data from the “Language Rich Europe” project. The data confirm the predominance of the English language in corporate internal and external communication across European countries. However, the collected data show the growing importance of non-EU languages for businesses. The macro-economic context of the use of different languages in the business sector is presented in this paper as well as conclusions on the interconnection between economic trends and the need for language skills in the import-export and tourism-focused businesses. The article is based on the project “Language Rich Europe” data (www.language-rich.eu).

PECULIARITIES OF FOREIGN LANGUAGE LEARNING AT LUHS, KTU, AND ASU: THE STUDENTS’ ATTITUDE

An increasing significance of science, a rapidly growing stream of information, and new cultural and business relationships with foreign countries are but a few factors that affect the education and training of specialists; therefore, providing practical ability to communicate in several foreign languages is one of the major components of today’s education. Continuous updating of specialist knowledge, access to the most recent literature in foreign languages, possibilities for participation in various international conferences and joint projects with foreign partners, and the associated need for foreign languages highlight the relevance of the education and training of specialists who would not limit their activity to work in a concrete sphere, but rather – on the basis of the concept of life-long learning – would be able to cooperate in science and business, communicating in at least one foreign language. The aim of the study was to reveal students’ attitudes to foreign language learning at Lithuanian University of Health Sciences (LUHS), Kaunas University of Technology (KTU), and Aleksandras Stulginskis University (ASU). The objectives of the study were to discuss the theoretical aspects of foreign language learning and to reveal the students’ attitude towards the process of foreign language learning: the teachers’ competence; the climate of studies and the application of the elements of problem based learning. The following methods were applied in the study: analysis of scientific literature and a questionnaire survey. The results of the study showed that most students thought that their foreign language competence was sufficient, while the teachers’ competence was seen as deficient. The main problems about the climate of studies that the respondents indicated were inconvenient schedules and insufficiently interesting studies. Meanwhile, the students’ opinion about the application of the elements of problem-based learning in foreign language studies was favourable. DOI: http://dx.doi.org/10.7220/2335-2027.4.5

Using Debate in EFL Classes

The countries that use English as a foreign language need effective activities which propel students to practice skills of the language properly inside as well as outside classrooms. Debating is a practice that inspires learners to open their mouth, get into discussion, defend their own positions, place counter arguments and also conduct research on related issues. While debating in English, the debaters get involved into a challenging and thrilling activity; moreover, they find themselves well-conversant in the aforesaid language. This paper presents the rationale behind using debate in EFL classes and proposes a few modules of debating which, if practiced properly, will make students confident users of English language in academic, social and professional settings. The paper also examines utilities of the modules and exhibits how students while practicing debate can improve their English language as well as presentation skills. The modules can be practiced in EFL classes, English language centers, debating clubs or other formal and informal settings where teaching-learning of English language is concerned.