Foreign Language In Order Research Articles

A Beginner Book For Arabic Basic User: Analysys Al-Lughah Al-Arabiyah Book Chapter One Based On CEFR Standart

<em>The Arabic textbook MI Grade 1 KSKK is a book published by the Ministry of Religious Affairs in the context of implementing KMA Number 183 of 2019 concerning the PAI Curriculum and Arabic Language in Madrasas. This article presents the results of the analysis of MI Class 1 KSKK Arabic textbooks using CEFR standards. CEFR stands for Common European Framework of Reference established by the Council of Europe in 2001 as a response to the importance of learning foreign languages in order to use them in everyday transactions, be it social, interaction and information transfer. The purpose of this article is to find out the description of the MI Class I Arabic textbook, then at what level is this book in the CEFR standard and how are the CEFR principles contained in it. In its writing, this article uses a literature research method (literature review) with a content analysis approach, where researchers analyze all the material in this MI Class 1 Arabic textbook. The results showed that the Arabic textbooks of MI grade 1 KSKK were categorized in levels A1 and A2 based on CEFR standards. In addition, this book has also fulfilled CEFR principle 6, including language activities, language processes, text, domain, language learning strategies, and language tasks.</em>

CONSIDERATIONS REGARDING THE DEVELOPMENT OF INTEREST IN FOREIGN LANGUAGES

In the current era of rapid change, it is imperative to possess a comprehensive understanding of foreign languages in order to promote the welfare of society and the growth of its economy. This necessitates the establishment of close relationships and collaboration with the established nations of the world. It is important to acknowledge that the provision of comprehensive and in-depth foreign language lessons in universities currently prioritizes concerns regarding students and educators, specifically the active engagement of educators and the cultivation of students' enthusiasm for foreign languages.

Integration of traditional and digital educational technologies: points of contact and differences in teaching a foreign language

Relevance. The use of digital educational technologies can lead to more effective and interactive learning, offering new opportunities for teachers and students. In light of the introduction of digital technologies in education, the Government of the Republic of Uzbekistan is actively developing new initiatives, issuing decrees and resolutions, which emphasizes the importance of carefully studying the integration of traditional and digital teaching methods in the country's educational system.Purpose. Thus, the purpose of the current article is to identify common ground and differences between traditional and digital educational technologies in teaching a foreign language in order to create the most effective educational model.Methodology. The methodology of scientific work is based on analysis and synthesis, as well as comparison.Results. The results of the work showed that, in the modern world, knowledge of a foreign language is necessary, and understanding how best to use existing educational resources in the process of teaching languages is crucial for both self-study and for private teachers and educational institutions. While digital technologies offer several benefits, including increased access to education, instant feedback, and personalization of learning paths, traditional methods still retain their value in creating and implementing the educational process. The study shows that the most optimal educational model is a balanced approach that combines the strengths of both traditional and digital technologies. Understanding the common ground and differences between the analysed technologies makes it possible to create a more effective and attractive learning environment, which ultimately increases the educational level, improves the quality of foreign language proficiency.Conclusions. The study acts as an additional tool for studying the current issue, for developing curricula and teaching methods for foreign languages, which optimize the learning of languages in the digital age, thus determining the significance of the results obtained.

НЕПОЛНЫЕ ПРЕДЛОЖЕНИЯ И ПРАКТИКА ПРЕПОДАВАНИЯ РКИ

The article examines the possibility of using poetic texts by Russian poets of the second half of the 20th century in classes on Russian as a foreign language in order to expand the understanding of foreign students about the expressive capabilities of incomplete sentences. The practical significance of the article lies in the fact that its provisions can be used in the development and conduct of classes on the syntax of the Russian language, in particular for organizing work on developing readiness to understand speech at the syntactic level.

Effective teaching strategies in "The Ron Clark Story" for teaching English as a foreign language

The need for improved language education approaches is critical given the current globalized world's growing demand for English language competency. Barriers based on language might prevent people from communicating and limit their chances. The goal of this study is to address the urgent need for creative and practical approaches to teaching foreign languages in order to enable students to get the language proficiency necessary for success in a globalized and multicultural society. The study explores effective teaching strategies in teaching and learning English as a foreign language, drawing insights from the movie "The Ron Clark Story." The research examines the alignment between the teaching strategies depicted in the movie and existing literature, specifically focusing on cognitive thinking and behavior. The research findings emphasize the significance of engaging in active social interactions, critical thinking, research, and evaluation to promote cognitive growth and improve language acquisition. The movie effectively showcases the positive impact of teaching strategies such as modeling, positive reinforcement, and structured learning on students' behavior. These findings imply that educators can implement these strategies to enhance cognitive growth and language learning and create a positive and engaging learning environment for English language learners in the classroom. The movie is a valuable resource and inspiration for educators seeking innovative approaches to teaching English as a foreign language. This research contributes to the existing body of knowledge on effective teaching strategies and their impact on cognitive thinking and behavior in the context of English language education.

Russian paroemias as a means of activating grammatical and lexical skills in the process of teaching foreign students

Introduction. Currently, Russian paroemias are actively used in the process of teaching Russian as a foreign language in order to improve lessons, increase motivation to learn the language, illustrate typical situations of communication, activate cognitive and thinking abilities of foreign students. The purpose of the article is to describe the process of activating grammar and lexical skills of foreign students with the help of paroemias at different stages of learning. Research methods. In the course of the research we used: the method of directional sampling of material from paroemiological collections and dictionaries; methods of structural, semantic and contextual analysis of proverbs and sayings. Results. Paroemias reflect the folk wisdom, mentality, world outlook, life experience, notions of the surrounding reality, basic values of the Russian people, being important material, which promotes the development of language and communicative and speech skills of foreign students. Various types of assignments with Russian paroemias are used as a means of developing communication skills and abilities, as well as a source of additional scientific knowledge about natural objects, taking into account the direction of student training. Conclusion. The use of Russian paroemias in the process of teaching Russian as a foreign language is the basis for the formation of linguocultural and communicative competence, contributes to the activation of grammatical and lexical skills, the development of monologue and dialogic speech skills, the expansion of the lexicon, the formation of moral principles, the education of tolerant attitude towards language, culture, history, traditions and customs of other nations. The integration of oral folklore in the educational process is relevant for foreign students at different stages of learning. The vocabulary of paroemias is a special language layer, which can also be used by foreign students in their future professional sphere.

Influence of teachers' linguistic competence on the implementation of CLIL in Physical Education

The aim of this paper was to know the influence of the qualification level in the second foreign language in order to see the differences in teacher perception in Bilingual Physical Education classes (AICLE). For this, 146 active teachers in Physical Education participated in the present study, to whom the Physical Education Session Evaluation questionnaire (CESEFA) was administered through. Effects based on the sex of the participants and age category were also checked. The analysis of results showed that the participants who had a C1 level of English had a more positive perception of all categories analyzed. In turn, no differences were found based on the sex of the participants, but were found based on the age category, finding that those under 36 with a B2 level had a better perception of their classes in the items: take advantage of breaks, adaptation of content and feedback. It is concluded that the degree of qualification influences the perception of Physical Education classes, and that in the case of the youngest subjects, there are elements related to the individual efficacy variable, where no differences were found according to the degree of qualification or even these are positive in favor of level B2.

Using Professionally-Oriented Electronic Educational Resources to Enhance Foreign Language Competence of Future Border Guard Officers

Nowadays, in the context of the restrictions imposed by pandemic and war initiated by Russian federation, it became indispensable to make adjustments to the educational process and use relevant methods to teach future border guard officers of Ukraine foreign languages in order to maximize the efficiency of the educational process at the higher military educational institution. The results of the analysis of practical experience, as well as taking into account the best international practices for training security and defense sector officers, made it possible to determine the optimal electronic educational technologies that can be used for foreign language training of future officers in the context of a various restriction to the educational process. To test the effectiveness of integrating electronic educational resources into the training of future officers, four training groups of the National Academy of the State Border Guard Service were involved, who studied at the same course in the specialty "State Border Security" and "Telecommunications and Radio Engineering". Professional training in the experimental group was carried out with the maximum possible application of electronic educational resources. The effectiveness of integrating professionally-oriented training programs with interface in English, as well as specifically designed ESP distance learning course into the system of professional training of future officers has been proved in practice. This was confirmed by the results of diagnostics of academic achievements of cadets who used electronic means for professional English language training. Although, it is recommended to adhering to a certain ratio of the share of classes using electronic educational resources and practical contact classes.

Pengaruh Penggunaan Peralatan Kit Bahasa Inggris Dan Motivasi Belajar Bahasa Inggris Terhadap Prestasi Belajar Bahasa Inggris Siswa Kelas Iv Sd Negeri Impres Jalan Luku Tahun 2023

Mastering a foreign language becomes a necessity in this globalization era. This is because language is a vital instrument to communicate with people thus in other words, it is called the tool to communicate. In the workplace, one of the requirements that someone must be able to fulfill is that they have to master a foreign language, or at least to understand the foreign language used in books as well as foreign products using foreign languages, especially since the global market has emerged. Therefore, , we are all indirectly required to be able to speak a foreign language in order to keep up with the development of the increasingly advanced era. The formulations of the problem in this research are: (1) How is the effect of the use of English Language KIT tools on the English learning achievement of fourth grade students at State Elementary Schools in Sumbergempol District?; (2) How is the effect of motivation of learning English on the academic achievement of fourth grade students at State Elementary Schools in Sumbergempol District?; and (3) How is the effect of utilizing the English Language KIT tools and the learning motivation as a whole on the learning achievement of English of fourth grade students at State Elementary Schools? This thesis is useful for the author to broaden the insight into the mindset, attitude, experience that is by understanding the nature of the effect of the use of English Language KIT tools and the learning motivation on the student achievement in the process of learning English, especially in elementary schools.

SOCIO-POLITICAL, PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF FOREIGN-LANGUAGE ETHNO-CULTURAL COMPETENCE OF HIGH SCHOOL STUDENTS

The article presents important factors that determine the importance of the formation of foreign-language ethno-cultural competence in high school. The modern legislative framework is presented. The main directions of patriotic education of high school students reflected in state documents are analysed. The author considers the psychological and pedagogical features of adolescence, which make it possible to effectively build the process of forming patriotic qualities and ethno-cultural skills of students. It is concluded that it is possible and necessary for young people to acquire the peculiarities of their own culture by means of a foreign language in order to form a civic identity, strengthen traditional Russian spiritual and moral values, and confront Russophobia in the world.

Тифлокомментирование как лингводидактический метод развития творческих способностей у студентов гуманитарного профиля неязыковых вузов в процессе обучения иностранным языкам

The study aims to substantiate that audio description, being a type of audiovisual translation, can be a relevant method of foreign language teaching that helps to develop creative abilities among students at non-linguistic universities. The paper examines the peculiarities of audiovisual translation, describes the process of using the audio description method for teaching foreign languages in order to develop creative abilities among students at non-linguistic universities and substantiates the potential of applying the audio description method in teaching foreign languages to students at non-linguistic universities. Scientific novelty lies in defining audio description as a linguodidactic method of foreign language teaching aimed at developing such creative abilities among students of the humanities at non-linguistic universities as the ability to create a literary verbal description, narration or commentary of a film in a target language. As a result, the main types of tasks and exercises for compiling a literary description/commentary of a film event focused on the development of students’ creative abilities in the process of learning foreign languages based on the linguodidactic method of audio description have been elaborated and presented.

Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices

Our purpose is to trace and explain theoretical and practical developments in foreign/world language teaching over the last decade or more. Language teaching in its modern form, from the Reform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language faculty, and opening (young) people’s eyes to new worlds by introducing them to other countries. Here, we argue that these purposes are reasonable and enriching, but only if they are combined. We suggest that, by taking a humanistic perspective, language teaching can go beyond communication as a dominant purpose. This humanistic perspective is realised through two complementary developments. One is to emphasise that learners are members of various communities, including their local community, their national community, and a world community. The second is to pay attention to the fact that learners bring to the classroom their concerns and fears, especially in times of crisis. Language teachers, who are not only instructors in skills but educators of the whole person, should respond to their learners’ needs both as denizens of their society and as unique individuals. We first explain the theoretical framework and how it has evolved and then describe two experimental projects, one which focuses on the societal needs and one which adds to this a response to the affective needs of learners. We finally discuss how a recent controversy might be addressed in the language teaching class.

English Pronunciation by Korean EFL Learners on Hilokal Language Educational Application

English is being learned for several purposes by people globally embody some different accents; therefore, this study analyse the English pronunciation by Korean learners on English learning application classes since Korea is still having lack of perfect English standard pronunciation with its identity of developed industry country. Consequently, this study aims to investigates Korean-English phenomenon on Hilokal application as most English learners there by comparing the differences between original English sounds and Korean using descriptive qualitative from the audio recordings has been collected. The result shows that all 7 Korean learners (age range of 20-35) still produce some different sounds from the standard English ones noted as International Phonetic Alphabet (IPA) because of the differences in the writing systems of the two languages and the alphabet of Korean itself. There are five places of articulations: labiodental, alveolar, post-alveolar, bilabial, and palatal seized from some processes such as replacement, addition, and omission in producing the word sounds. Furthermore, the dominant difference in sounds is in sound addition /ə/ or /ɪ/ with 27 items and 17 items from loan words. The implications of this study are fresh data focus on phonology analysis and can be useful in English teaching practice for foreign languages in order to have close resemblance English pronunciation to have more intelligibility with the standard patented.

O olhar psicolinguístico para a LE, também L1, decorrente de uma abordagem plural à língua(gem) e ao pensamento

To take a psycholinguistic approach to learning a foreign language (FL) implies an exploration of the various explicit and implicit relationships between language and thought when more than one language is in contrast. Let us imagine, therefore, two situations: a native language (L1) projecting itself in a mirror as a foreign language (FL), and the FL being learned, itself being an L1, offering a reflection on this surface that allows for a promising comparison with the L1 transformed into an FL. If the effect of distance emerges in this scenario as a decisive factor, it is also expected to give the L1 both the strength to resist external manipulations and erosions aiming at its amputation and the ability to accept the added value coming from other FLs in order to broaden its specific worldview. In this confrontation lies a whole psycholinguistic procedure that, when properly activated, prevents excessive castrating zeal and no less harmful negligence.

The Anthropological Contribution of How University of KwaZulu-Natal (Pietermaritzburg Campus) Students Express Their State of Being Depressed

The paper presents how students from the University of KwaZulu-Natal (Pietermaritzburg campus) (UKZN-PMB) express their state of being depressed. Through theoretical frameworks such as the cognitive theory of depression, narrative theory and social constructivism theory, this interpretive/phenomenological qualitative anthropological study purposively sampled twenty-five UKZN-PMB students to record how they express their state of being depressed. This study revealed that students from different socio-economic backgrounds experience depression, but they use a concealed dialect (slang language) to express their state of being depressed. This study shows social constructs as an expression that university students use as their language to express depression. Depression expressions that were revealed and explored in this study revealed that depression cannot only be understood from the lens of the Diagnostic and Statistical Manual of Mental Disorders (DSMV), but also through emic/explanatory models that convey the impact or the extent of depression on university students. This paper recommends that universities should pay attention to culturally specific/uncommon foreign languages in order to implement programmes that respond to depression.

Activation of students’ motivation to learn a foreign language

This study deals with the problems related to students’ motivation for learning foreign languages. The purpose of the article is to identify the main enrollees’ goals that encourage them to entry universities for studying foreign languages, to define the concept "motivation" and determine internal and external motives for learning a foreign language in order to organize educational and methodological work. Efficiency of training depends on the motivation and internal attitudes of the one who is trained, so the motivational sphere has great importance in the organization of effective training. The relevance of the study is caused by the need to identify value directions and motivation for studying of foreign language in the context of training effective competent professionals – philologists of foreign languages and translators. The methodological bases for writing the article were the works of many scientists in the field of psychology and pedagogy, in general (I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. Bozhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina et al.), as well as directly in the study of foreign languages (N. Aristova, E. Luzik, Yu. Passova, O. Pylypiv, I. Prokopenko et al.). The main method of empirical research is a survey of the first-year-students according to the method of S. Paulina and S. Ketko. The main external and internal motives for entering a philological faculty alongside the essence and content of motivation to learn a foreign language in the psychological and pedagogical context were revealed as a result. Some effective teaching/learning methods were singled out: team work, educational discussions, use of the Internet resources, etc. Their implementation into the educational process ensures the activation of motivation and students’ stable positive attitude to learning a foreign language. The paper suggests theoretical and practical perspectives and directions for future research.

The Cultural Aspect of Learning Environment in Foreign Languages as a Means of Empowering Social and Integrative Attitudes

Due to a rising demand for social and integrative interaction among nations, the cultural and educative role of foreign language learning compatible to a sustainable pedagogy learning environment is a priority to be investigated, especially in countries which are heading toward European integration, like Albania is. This paper addresses the enhancement of formal education curriculum with focus at foreign language in order to meet the needs of learning environment by employing an interactive pedagogy methodology. The instrument used in this research is the Socio-Educative Model, Gardner R.C. (2001) which measures the intensity of the impact that cultural and educative constructs have in students` social and integrative attitudes. On national basis, by a random selection technique the Socio-educative Model presented by Attitude Motivation Test Battery (AMTB) was conducted on a sample size of N=1500. The Likert scale of assessment at a range from (1-6) with code (1) indicating absolute disagreement and (6) absolute agreement to the test statements, was used for the instrument and the results of the data gathered indicated that: English learners have moderate positive attitudes toward foreigners speaking English; the language is marked as a high priority when integration is concerned, and they expressed a very strong interest to learn the English language. Overall, the cultural aspect of learning environment reflects the students` social and integrative attitudes to learning English as a foreign language.

Usage of the foreign websites on foreign language practical classes for development of students’ communicative competence

The paper is devoted to considering the usefullness of authentic materials when teaching a foreign language in order to form the communicative competence of students. The author analyzes the concept of authenticity, highlighting its types, states and characteristics, as well as features of the use of authentic materials in the educational process. Classifying foreign official websites of law-enforcement bodies as authentic materials, the author considers them as one of their effective means of forming communicative competence in the absence of a natural linguistic environment. The author developed and methodically substantiated a system of working with authentic materials in the form of foreign official websites of law-enforcement bodies, which was tested in a practical lesson in a foreign language at the Kuzbass Institute of the Federal Penitentiary Service of Russia. The analysis of the experimental lesson allowed the author to come to conclusions about the feasibility and effectiveness of organizing work with authentic materials on the basis of a methodically developed task to form the communicative competence of students, expand their socio-cultural and professional knowledge and motivate them to study a foreign language.

GENERAL DENTISTRY: ESP FOR DENTAL STUDENTS AND PROFESSIONALS

Nowadays, professionals of different areas must face the current challenges of a globalized world, thus, communicating in the English language has become as important as their major related abilities. English for Specific Purposes (ESP) is an approach to the education of English orientated for specific scientific, medical, technological, economic and academic areas. The ESP aims to satisfy both inside and outside the classroom needs of students who, beyond the learning of the language indeed, require talking about specific topics in certain professional fields. (Hall, 2014). Most of meaningful academic information about Dentistry issues is published in the English language such as: journals, books, scientific websites, and others. It is really important for general and specialized dentist to handle this information in this foreign language in order to reinforce their knowledge and learn about the new tendencies in the dental area. So, mastering the writing, listening, reading, and speaking skills will let them develop all their abilities to participate in academic events, publish papers and books in the English language. This book is a new educational didactic resource for dental students and professionals who want to improve their English communication skills in a work environment. It includes career-specific vocabulary and contexts. Each chapter provides opportunities for learners to understand some basic aspects about ESP and also talk about common oral pathologies in the English practicing the four language skills in an interactive form. The central goal is to help students in the complex business of learning English for specific purposes.

Some Methods of Improving the Communicative and Speech Competence of Students Studying Applied Computer Science in a Non-linguistic University

The article discusses the methods of intensification of monologue and dialogic speech of students. Emphasis is placed on some progressive ways of organizing classroom work in English classes to improve the communicative and speech competence of students. The author gives example of the introduction of modern digital educational technologies into the process of teaching a foreign language in order to develop student’s speaking skills, increase motivation for learning a foreign language and the quality of education.