Foreign Language Teaching Methodology Research Articles

The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks

Foreign language teaching methodologies have changed noticeably in the last hundred years. The emphasis on grammar has decreased, while the focus on communication has increased. Rather than quantitative in nature, these changes concern themselves more with the qualitative question of how grammar is taught. Two common approaches to grammar teaching are the inductive and deductive approach. While they both fall under the explicit grammar-teaching umbrella, research strongly points toward an advantage of the inductive grammar teaching approach. Therefore, a principal question that this article seeks to answer is which approach is more commonly found in current first-year German college textbooks. A detailed analysis of how eleven relevant textbooks present their grammar lessons reveals that the overwhelming majority (N=8) of the textbooks use the deductive approach. These findings indicate a significant disconnect between grammar presentation in textbooks and recent research on successful and effective foreign language teaching. It is strongly recommended that textbook authors and colleagues involved in the textbook selection process be more informed with the research findings in SLA and be instrumental in seeing that these changes are reflected in textbooks and language teaching curricula.

Соизучение языка и культуры в российской и китайской методиках преподавания иностранных языков (русский язык как иностранный; китайский язык как иностранный)

The purpose of the study is to trace in a comparative aspect the development of the language and culture co-learning idea in methodological works by Russian and Chinese researchers. The paper shows similarities and differences of approaches in the implementation of the language and culture co-learning idea in the process of foreign language teaching; considers views of scholars and teaching methodology experts on the issue of forming the necessary competencies in students who learn foreign languages. Scientific novelty of the study lies in identifying reference points in the approaches taken by Russian and Chinese teaching methodology experts regarding the role of foreign language learning in the context of culture, in clarifying the scope of the concept of “linguocultural competence” in relation to philological education and training of future philologists; in introducing ideas of Chinese researchers who have not been previously published in Russian into the Russian-language scientific discourse. As a result of the study, the author has outlined the important points of convergence of methodological views on language and culture co-learning, on which new methodologies of teaching Russian as a foreign language to Chinese students can be based, drawing on the traditions adopted in the Chinese foreign language teaching methodology.

Perceptions on Adverbial Mobility in TESOL

This study examined the perceptions of teachers of English on adverbial mobility in order to determine how far it would be accurate to claim that adverbs are mobile. The researcher adopted the Lexical Approach, an alternative to traditional grammar-based foreign language teaching methodologies, as the framework for the study. The reliability of the study was demonstrated with a Cronbach’s alpha value of 0,83. The study approach was quasi-scientific, as the researcher administered a questionnaire on 50 respondents who are all English language teachers in Port Harcourt, Nigeria. The data obtained were analyzed using Spearman’s Rank Correlation Coefficient. The summary of the responses contrasts the more general perception of adverbs and adverbial groups as a highly mobile category that may be put in any sentential positions without altering meaning. Based on the opinion of a majority of the respondents in the study, the researcher concluded that they perceived adverbs as restrictively mobile and agreed that mobility presents challenges to their students’ use of adverbs. The study recommended, among other things, that teachers of English in TESOL contexts should incorporate the Lexical Approach in teaching adverbs and communication skills because the methodology enhances oral and written fluency as well as grammaticality.

Cущность понятия «коммуникативный подход» в современной методике преподавания иностранных языков

The purpose of the study is to substantiate the advisability of relying on a communicative approach in the foreign language teaching methodology at universities. The paper determines prerequisites for the emergence of a communicative approach in the methodology; clarifies principles formulated by E. I. Passov’s Lipetsk Methodological School regarding communicative foreign language education; systematises researchers’ views on the component composition of university students’ communicative competence; presents a theoretical integrative model of students’ communicative competence; proposes a technology for the formation of linguistic, speech, linguopragmatic and sociocultural components of students’ communicative competence. Scientific novelty of the study lies in elaborating a theoretical integrative model of university students’ communicative competence and a technology for the formation of linguistic, speech, linguopragmatic and sociocultural components of the communicative competence. As a result of the study, the author substantiates the advisability of relying on a communicative approach in the university foreign language teaching methodology from the standpoint of goal-setting, i.e. the formation of students’ communicative competence, and a teaching technology, involving the use of a set of communicative-oriented tasks in the learning process that are aimed at the development of linguistic, speech, linguopragmatic and sociocultural competencies.

Types structurels et fonctionnels des unités lexicales, leur expressivité

At the present stage of development of linguistic science and in context of global trends towards constant cooperation in various fields and spheres of activity, there is a need for comparative typological studies aimed at a comprehensive and large-scale study of various linguistic categories. First of all, this is explained by the fact that it is in these categories, as in a mirror, that the peculiarities of the mentality, history and secular culture of the speakers of a particular language are reflected. The object of language sciences consists of two series of phenomena: on the one hand, it is made up of everything that is inherent in human language, that is to say language as such in its relation to thought and to reality; on the other hand, we are talking about the specifics and the variety of properties and categories of each language compared to another. Researchers' attention has largely shifted from the question of how the language of speakers of a particular language works. Research plays an important role in the study of the specificities of the nominative means of the language. Contrastive linguistics has the great advantage that the practical areas of its application are clearly visible. These are mainly the methodology and methodology of foreign language teaching, bilingual lexicography, theory and practice of translation.

APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS

The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on tracking the most important theoretical assets of foreign language teaching ‎methods, and monitoring the evolution of language teaching and learning methods. This is done ‎to distinguish between two approaches to language teaching; first, Direct teaching that negates ‎the overlap of the learned and acquired language during foreign language instruction. And ‎second Mediated teaching in which the second language is taught through the first language. ‎Through this, we will monitor the cognitive cross-fertilization between acquiring the first ‎language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language ‎teaching. And we will monitor the foundations on which each approach is based separately to ‎discover the commonalities between them and the contrast between them. We will then ‎contribute to building a new conception of foreign language learning by making use of the ‎translation action inherent in the procedures adopted in most of these approaches. This is mainly ‎evident in the difference between the necessity of adopting the first language or not during the ‎teaching and learning of the foreign language‎. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, ‎Direct teaching, Mediated teaching‎

Some myths of modern Ukrainian methodology of foreign language teaching as a science


 
 
 
 The paper gives evidence that the modern Ukrainian theory and methodology of foreign language teaching is quite rapidly developing as a science; however, its onward progress is somewhat “braked” by certain ungrounded convictions (“myths”), some of which originate from the times of the former Soviet Union. Three such myths were analyzed in the article as the ones that to the greatest extent retard the progressive development of the Ukrainian methodology: the myth that “methodology is exercises,” this is why every methodological research must necessarily be completed with elaborating a system (or subsystem) of relevant exercises; the myth that whatever is developed in a methodological study should be within the borders of one, and only one, broad, substantiated, and more or less universally recognized methodological approach; and the myth that only the most recent professional literature should be quoted and serve as the foundation for whatever methodological research. In the paper the distinction is drawn between learning activities in language learning and exercises as standardized and auxiliary components in the relevant teaching / learning system, and it is proven that every methodological research has to be completed with some practical result to be used in this system but that result may not necessarily be a system of exercises or even of learning activities. It is also demonstrated that the approaches elaborated in a methodological study do not obligatorily have to be within the framework of only one broad and recognized approach but, on the contrary, may combine the features of different approaches, even opposing each other, as long as they meet the principles of the principled pragmatism theory - those principles that allow to combine such features harmoniously. Finally, it is proven that the theory and methodology of language teaching is a science in which new knowledge does not abolish the preceding knowledge as obsolete. New knowledge is “built into” the preceding knowledge, thus creating a new system together with it. That is why in all the methodological studies it is impossible to use as the foundation only the recent research. The works published even decades ago must be taken into account (and quoted). The conclusion is made that getting rid of the existing “methodological myths” will considerably accelerate and improve the development of the Ukrainian system of language education.
 
 
 

A Comparative Study of the Teaching Methodologies Employed by English Language Teachers in Private and Public Sector Schools

The aim of the study was to make a comparison between the teaching methodologies employed by English language teachers at public and private sector schools at primary level. Foreign language teaching methodologies has become a much-discussed phenomena and has been given immense importance from the last few decades, however, it still needs development in teaching practices. The data for the present study were collected in the form of semi-structured interviews, which were related to the objectives and research questions. The target population of the study was primary level teachers of Lahore, Punjab (Pakistan), while the sample of the study was comprised of primary level teachers of a public and private sector school in Lahore. The results of the study indicated that the teachers of the public sector schools were mostly relying on the structural methods of language teaching, whereas the teachers of the private sector schools were using blended methods.

Факторы оптимизации методики иноязычного обучения на этапе среднего образования в контексте теории формирования билингвального сознания как целевой установки

The purpose of the study is to substantiate factors of optimising the methodology for teaching foreign languages at school in the context of the theory of bilingual consciousness formation as goal setting. The article analyses the practical purpose of teaching foreign languages at school from the perspective of anthropocentrism, justifies rationality of developing the methodology for teaching foreign languages at school taking into account patterns of bilingualism formation and suggests factors of optimising the foreign language teaching methodology. Scientific novelty of the work lies in considering the goal of teaching foreign languages at school in the context of the anthropocentric paradigm and theories of bilingual consciousness formation, as well as in substantiating factors of optimising the methodology for teaching foreign languages at school taking into account bilingualism formation laws. As a result, it has been proved that transition to the formation of subordinate bilingualism as a stage of bilingual personality development in the process of teaching foreign languages calls for optimisation of the methodology for teaching foreign languages.

Спиралевидная процессуальность в организации занятий по методике преподавания иностранных языков студентов лингвистического направления

The paper aims to justify relevance of the spiral processual approach to compiling a lecture and seminar course by the example of the course “Methodology of Foreign Language Teaching” for linguistic students. The authors present a model of a textbook, provide examples of the spiral processual approach realization in the structure of an electronic course, and consider students’ motivation to study the discipline. Scientific originality of the research lies in the fact that the authors propose spiral processual methodology for classes of language teaching techniques. The research findings are as follows: using the data analysis method, the authors reveal students’ perception of an electronic textbook; it is proved that students are highly motivated to study the course due to its spiral processual structure.

From foreign language teaching methodology to comparative glottodidactics

AbstractThe article presents the results of a diachronic analysis of language education in Poland from the 1950 s to the present day. We reflect on the evolution of theoretical thinking on language teaching methodology and its influence on everyday teaching practice. The approach taken is chronological, both in terms of the description of theory which is developed and implemented as well as the language education. This is an arbitrary choice which we feel is justified by the socio-political context. The analysis starts with a presentation of the tradition of teaching foreign languages in Poland followed by a description of use of terminology. Qualitative empirical research from structured interviews with researchers who have significantly influenced contemporary Polish glottodidactics is used to complement the analysis.

The importance of using modern pedagogical technologies in foreign language teaching methodology

This article discusses modern pedagogical technologies used in foreign language teaching methods, their importance in education, the effectiveness of their use, based on analytical approaches. In his view, any science teaching methodology, although a science, is not a theoretical science. He solves practical problems. In particular, the methodology of foreign language teaching is based not only on the evidence of psychology, but also on the research of general and specific linguistics.

Innovative technologies in foreign language teaching methodology

Innovative technologies in foreign language teaching methodology

Crystallisation of meaning as a technique for forming intercultural communicative competence within the real–virtual dichotomy

The article explores the formation of intercultural communicative competence within the framework of the “real – virtual” dichotomy. The principal instrument of formation is the meaning crystallisation technique based on the material of media discourse as well as computer and art-specific types of discourse. The discourse is viewed as a complex structural and semantic formation, an axiological system that has a definite functional perspective; it represents itself as a domain for realisation of specific values or their facets depending on the situational context, as actualisation of interaction between textual structures and extra-linguistic factors. The discourse is based on the system of concepts relevant for intercultural communication. The concept is a totality of meanings representing an axiological category that is important within the space of a particular discourse. Language is social and pragmatic in its core; therefore, the substantive and semantic aspects of linguistic units are connected with socio-cultural factors, the ways of vision and comprehension of objects. The relevance of research in this sphere is determined by: 1) the growing interest in the problems of dialogue of cultures and intercultural communication; 2) the attention of researchers to the structural and semantic organisation of discursive spheres; 3) the specificity of communication types that have a significant impact on the social worldview; 4) the importance of identification and formation of axiological benchmarks in the society; 5) the features related with extension of the virtual interaction sphere. Crystallisation is principally a process in which interpretation is used to trace the semantic content of words that, in the context of thinking or art, becomes independent of the norm fixed by dictionary definitions. The study of crystallisation processes involves the analysis of concepts in terms of dialogue of cultures. Concepts are verbalised in accordance with the nature and uniqueness of material, spiritual and social culture, in close connection with linguistic and pragmatic components. The research results can be used in courses on foreign language teaching methodology, theory and practice of intercultural communication, discourse theory, stylistics, and interpretation of texts.

Юмор как способ мотивации в процессе изучения иностранного языка

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

Оценивание уровня владения иностранным языком в высшей военной школе

To monitor the effectiveness of arrangement and implementation of foreign language courses in military educational establishments, it is necessary to have integrated criteria for assessing the level of foreign language proficiency of the cadets and students. Foreign language teaching in higher education is professionally oriented and has specific purposes, which should be taken into account when assessing language proficiency. We analyze modern approaches to assessing the level of foreign language proficiency and to present arguments for the technology of assessing the level of professional foreign language communicative competence in higher military schools. There are different assessment systems in foreign languages teaching methods. They are: 5-point (4-point in reality) assessment system generally accepted in the state Russian educational establishments, 100-point assessment system for the Unified State Exam (USE), the Common European Framework of Reference (CEFR) with a scale of levels from A1 to C2, the English proficiency levels of military specialists according to the international treaty of NATO countries (STANAG 6001) and others. The method of comparative system analysis is applied in the article. The scales of foreign language proficiency levels significant for higher military education are matched. We develop a system of assessing the professional foreign-language communicative competence in higher military school. The system has five levels: low, elementary, basic, high and advanced. According to the modern trends in the development of the foreign language teaching methodology and testology, the assessment system includes self-evaluation and technology of language portfolio.

Recitovanje poezije u savremenoj nastavi engleskog jezika kao stranog

The paper analyses the effects of reciting various poetic texts in a foreign language instruction at the advanced level, in order to improve linguistic, cultural, and personal competences of English language students. Contemporary foreign language teaching methodology is reviewed briefly, and the possibilities and consequences of using different poetic styles are considered, in the ways that successfully integrate foreign and native language, literature and culture, intensive and extensive reading in a foreign language. Final year students of English language and literature at the Faculty of Philology in Banja Luka participate in a project of reciting world poetry in English in front of an audience, within the compulsory subject Contemporary English Language 7. In this case study from the academic 2016/2017, the perceptions of 25 students of English language and literature and the observation notes of their professor, project leader, are critically analysed, after their participation in the recitation project. The aim of the study is to gain a better insight into the effectiveness of reciting poetry in a foreign language by university students, and in other contexts in which a foreign language is learned. İn this qualitative research, the method of data interpretation is content analysis, and the data collection methods are observation and survey. The research instrument is a questionnaire with open-ended questions. The results show that by practicing reciting in a foreign language for a public appearance in front of colleagues and an audience, students can significantly improve their personal, linguistic, cultural, and professional competencies.

Дидактический аспект использования лексической синонимии в процессе изучения русского языка как иностранного

The article deals with the issues of learning Russian as a foreign language using a communicative approach. In the Turkish linguistic literature much attention is paid to the study of language, methods of development of oral and written speech of students. Russian as a foreign language teaching methodology is based on the methodology of teaching foreign languages in General and Russian linguistics in particular, and provides opportunities for solving didactic problems. At the moment, the most effective way to learn Russian as a foreign language is, first of all, to teach students communication activities. The author pays special attention to the concept of “lexical-semantic group”, since the introduction of foreign language vocabulary as part of integral semantic associations will help students to assimilate the lexical richness of the language being studied. When teaching foreign students, considering a word in the structure of semantic associations of words will contribute not only to a deep understanding of its lexical meaning, but also to mastering typical word usage. As an argument, the didactic aspects of using the synonymic series of the lexeme “laugh”are considered. The lexical meaning of a word is manifested not only in a specific unit, but also in specific phrases and in certain stylistic boundaries. Therefore, in practical work with vocabulary, special attention should be paid to the lexical and grammatical compatibility of words, their stylistic characteristics. This requires working on the semantic equivalence and stylistic shades of phraseological combinations, as well as their functions in literary texts and colloquial speech. In fragments of a literary text, it is also advisable to work on the stylistic shades of the lexeme, in our case, “laught”. Specific examples of practical work on fragments of the text of the play “the Cherry orchard” by A. p. Chekhov are given. Generalized that work with various shades of meaning of lexemes, phraseological units of the synonymous row of the word “laugh” in the passages of literary text and spoken language, firstly, enables students to correctly use them in various speech situations, and second, deepening knowledge about the lexical richness of the Russian language, and provides materials for work on the comparative typology of Russian and Turkish languages. Keywords: Russian as a foreign language, communicative approach, lexical-semantic group of words.

Методологические аспекты использования интерактивных технологий при обучении иностранному языку студентов вуза

The paper reveals a methodological potential of interactive technologies when teaching foreign language to higher school students. The article considers problems of forming students’ language competences - linguistic, compensatory, discursive, sociolinguistic, social and sociocultural. Scientific originality of the paper involves justifying efficiency of multimedia teaching aids and interactive projects when forming higher school students’ communicative competence, which serves as a basis for further development of their language competences. Analysing usage of interactive technologies, the authors conclude about the necessity to develop foreign language teaching methodology focused on broadening students’ language competence, so that efficient foreign-language communication becomes a key component of professional competence. The findings indicate that application of current methodological approaches (person oriented and activity oriented, differentiated, cognitive, communicative and sociocultural) promotes formation of a competent and competitive specialist with a high level of foreign-language competence.

The foreign-language communicative competence grounds of master course students

The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The process of modernization of the higher education system in Ukraine under conditions of its intensive development of socio-economic cooperation with other countries causes the actualization of the problems related to the quality of education, which implies the ability of future professionals to perform professional activities in the foreign language environment. Therefore, the training of master course students in foreign languages has become one of the important goals of the modern high school. The relevance of the paper is connected with the modern necessity to master university students’ skills to meet their communicative needs by means of a foreign language in order to compete in the global market. Our period of worldwide globalization has created the vital necessity in master course students who need to present profound skills and abilities in all foreign language activities, such as: listening, speaking, reading and writing. Modern higher education has to comply with new methods, approaches, assessment tools that cater to the English communicative goals of students. Taking into consideration the rate of modern foreign language learning actuality and necessity, we have conducted a scientific research which comprised three parts that dwelled on fulfilling the main purposes as well as the tasks of the survey: the first part dealt with the description of the term “communicative competence” and its components; the second part of the paper was dedicated to figuring out peculiarities of the foreign communicative competence; then the third part of the paper was grounded on the description of the most common set of activities that can be implemented in the contemporary educational process in the framework of higher education. Thus, the research findings have been claimed that the biggest advantages of the communicative foreign language teaching methodology are connected with: its appropriateness in finding the teaching materials as well as providing master course students with active language-based activities according to various forms of tasks given by a university teacher.