Foreign Language Teaching Methods Research Articles

Технология использования мультипликационных фильмов в обучении бурятскому языку детей дошкольного возраста

The Buryat language is in danger of extinction. Vitality of the language is determined by children's use of it. At present, there is an urgent need in the republic to develop and apply in the process of teaching the Buryat language such technologies that will be interesting and demanded by pre-school children. The purpose of the study is to show the possibilities of using cartoons in the process of teaching Buryat language as a second language to preschool children. In the course of the study we applied the following methods: generalization of experience in teaching Buryat language as a second language to preschool children, analysis of scientific literature on the methods of early foreign language teaching, speech development of preschool children, use of cartoons in language classes, observation of the process of language skills formation in preschool children, experimental and pedagogical work, conversation with Buryat language teachers of preschool educational organizations of the Republic of Buryatia. The study revealed that cartoons created in the Buryat language have a great didactic potential. To use them for the purpose of teaching the Buryat language, a selection of cartoon series was made and a set of tasks for them was developed. This set of tasks realizes the methods of teaching second languages and the algorithm of work on video materials. Scientific novelty of the study consists in methodical analysis of the teaching potential of cartoons in the Buryat language, the study of linguistic and speech content of cartoon texts and the possibility of using them in the formation of linguistic skills and the development of technology of using these cartoons in teaching the Buryat language to preschool children. The practical significance of the study lies in the description of a set of tasks for working on cartoons, which makes it possible to use the results of the study in the development of new technologies of teaching Buryat language and other languages with the use of cartoons, in particular, in the development of a set of tasks and exercises for different types of language and speech skills, in the creation of educational cartoons.

The use of artificial intelligence technologies in foreign language teaching: the subject of methodological works for 2023 and prospects for further research

Importance. The rapid spread of artificial intelligence (AI) technologies and the use of AI tools in education have stimulated the emergence of a large body of scientific and methodological works devoted to methods of foreign language teaching based on AI. At the same time, most of the publications are not distinguished by obvious scientific novelty or practical value. The purpose of the research is to analyze and classify scientific articles on methods of foreign languages teaching, published in Russian highly rated scientific publications in 2023, to highlight the main subjects of the works of scientists and to identify methodological gaps and prospects for further methodological research.Materials and Methods. The research is conducted on the basis of scientific articles on methods of foreign languages teaching, published in scientific journals listed by the Higher Attestation Commission of the Russian Federation (K1, K2) for 2023. The research is based on an expert approach, which allows, through analysis of the corpus of scientific publications, to summarize the data obtained, highlight existing patterns, put forward hypotheses regarding the prospects for further research in the chosen area, and also identify a range of issues that have not been resolved. Within the framework of this approach, the following theoretical research methods are used: analysis of scientific publications, classification and summarization of data.Results and Discussion. In the course of the research, the main subjects of scientific and methodological work on methods of foreign language teaching based on AI are determined: a) vectors of using artificial intelligence in education; b) chatbots and voice assistants in teaching foreign language verbal communication; c) corpus technologies of artificial intelligence in the formation of students’ lexical and grammatical skills and research work; d) automation of the process of monitoring the development of foreign language speech skills and the formation of students’ language skills; e) the use of neural networks in foreign language teaching; f) the use of neural networks in research work; g) requirements for the competence of a foreign language teacher in the field of artificial intelligence; h) requirements for the competence of students in the context of the integration of artificial intelligence into education.Conclusion. The author included the following issues of foreign language teaching based on artificial intelligence technologies as research prospects: a) methodology for foreign language teaching based on AI; b) linguodidactic potential of existing and emerging AI tools; c) types of feedback from generative artificial intelligence; d) types of intelligent learning systems and their capabilities; e) teaching according to an individual trajectory; f) risks and threats arising in the process of integrating artificial intelligence into education; g) competence of a foreign language teacher in the field of artificial intelligence.

Соотношение звукового языка и письма в языковом общении: рецепция и проблемы традиционных методик обучения

The article deals with language communication and discusses the problem of reception, as well as traditional methods of teaching foreign languages. What is the term language communication? In fact, it is a single system consisting of two types of communication. This includes both oral and written speech. The importance of the question of the relationship between sound language and writing is compounded by the fact that existing methodological systems interpret it in a diametrically opposite way. Classical linguistics of the 19th century, as well as the traditional methods of teaching foreign languages, developed and concentrated their attention on the study of dead written languages: Latin, ancient Greek and some others. The complete disregard for living sound languages as "degenerated descendants" of the majestic and harmonious writing systems of ancient languages was characteristic. When mastering oral speech and writing, emphasis should be placed on the specifics of these forms of communication both in communication techniques and in sign systems. The first of these aspects should be adequately reflected in the system of communicative exercises — oral for teaching sound language, exercises in reading and writing — for teaching the language of writing. The second aspect should form the basis for the selection of language material to be mastered in oral speech and writing. The requirements just formulated can be satisfied only if specialized textbooks of oral speech and reading-writing are created, and the textbook of oral speech for any purpose must be sound. Special attention is paid to the importance of the correlation between sound language and writing, which is treated differently in the existing methodological systems. Classical linguistics of the nineteenth century and traditional methods of foreign language teaching become the object of study, revealing the development of their approaches to language communication. Questions about the relationship between spoken and written language are raised, warning against diametrically opposed interpretations of this relationship in existing methodologies.

ForeignLanguage Teaching Methods in Task-Based Learning

This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.

METHODS OF TEACHING FOREIGN LANGUAGES AND PECULIARITIES OF THEIR APPLICATION IN EDUCATIONAL PRACTICE

The article examines various techniques, approaches, and methods of teaching foreign languages, namely: the communicative approach, lexical approach, audio-lingual method, direct method, test-teach-test technique, task-based learning technique, content and language integrated learning approach. The analysis of scientific and methodical literature was carried out. Emphasis is placed on new requirements that appear in the field of modern language education. The need to rethink the essence of foreign language teaching methods and teaching tools is highlighted.

TEACHING SPEAKING SKILLS TO VIETNAMESE LEARNERS OF RUSSIAN AS A MEDIUM OF INSTRUCTION

In research on foreign language teaching methods, particularly those for foreigners, the teaching and learning of macro language skills (listening, speaking, reading, and writing) are often emphasized and considered as a prerequisite task in the training process. Speaking is considered as one of the skills that cause many difficulties for Vietnamese students studying Russian. Russian linguists value speaking skills as both a means of instruction and an outcome of the training process. The article explores the role of speaking skills as a means of teaching Russian, and describes the steps in the learning process, accompanied by illustrated exercises in order to realize the teaching and learning outcomes. This study is based on the research by modern Russian linguists on the process of teaching Russian speaking skills as a foreign language.

Terminological Competence in Teaching Kyrgyz as a Second Language

In modern education, according to the competency-based approach, new requirements are imposed on university graduates, which are reflected in a certain set of universal, general professional and professional competencies. As is known, the set of competencies represents competence, which, in turn, is also divided into various types. This article discusses the formation and development of terminological competence of a Kyrgyz language teacher who teaches the language as a second language. It is obvious that for a successful professional activity of a teacher, it is necessary to possess not only the skills and abilities of the main subject, that is, the Kyrgyz language, but also the methods of teaching a related language. For future full-fledged teaching activities when studying methods of teaching foreign languages, it is necessary to pay special attention to the formation and development of terminological competence. Terminological competence here means not only knowledge of the conceptual and categorical apparatus of foreign language teaching methods and the ability to apply terms in practice, but also the ability to take into account the dynamics of the terminology system in connection with the emergence of new approaches and, accordingly, new terms, changes in the meanings of basic terms, and analyze them and apply in teaching activities in order to effectively solve professional problems. Important in this regard are the issues of monitoring the formation of the teacher’s terminological competence. The article, based on a level system for monitoring the formation of terminological competence developed by domestic methodologists, consisting of three components (subject-cognitive, intellectual-reflective, communicative-linguistic), offers sample tasks for assessing the level of formation of terminological competence of a Kyrgyz language teacher, who teaching as a second language.

NON-TRADITIONAL METHODS OF TEACHING ENGLISH IN KYRGYZ SCHOOLS

This article discusses the non-traditional methods of teaching English in Kyrgyz schools, the history of its development as a science, the types of modern methods used in foreign language teaching methods and their use. Non-traditional lesson is an improvisation of a training session that has an unconventional structure. Such a lesson includes techniques and methods of various forms of learning. It is based on the joint activity of teachers and students, joint search, testing of new forms of work, which ultimately affects the activation of cognitive activity of students in the classroom and improving the effectiveness of teaching.

Analysis of lingual situation and foreign language teaching methods (quality) in China and Kyrgyzstan

Relevance The development of a quality language policy fully depends on the level of development of the language situation in the state. For this reason, during the introduction of the current reforms for the improvement of Kyrgyzstan, particular attention should be devoted to the state languages and their prevalence in society.Purpose. The research aims to study the linguistic situation in Kyrgyzstan and China and to investigate the concepts of foreign language teaching in these countries.Methodology. Analysis and synthesis, comparison, deduction, generalization, and abstraction were used in the study.Results. As a result, the characteristics of education, as well as the provision of the language situation in China and Kyrgyzstan, were revealed. Historical, political, economic, and socio-cultural aspects were characterised based on the source for the development of the state language policy. The study also differentiated the societies of China and Kyrgyzstan based on the nationality of the people living in these states. Such results allowed identifying the most common languages and dialects in these territorial entities, as well as determining the level of balance between them. In addition, the study explored approaches and starting points for Chinese and Kyrgyz language teachers. Based on this, the main pedagogical tools, both formal and informal, aimed at developing students� linguistic skills were characterized.Conclusions. Following the study, methodological recommendations for the formation and provision of effective interaction of educational actors were developed. The results are appropriate to be used in the process of developing curricula and materials for those involved in foreign language teaching.

Translating Linguistic Theories into Practical Solutions for ESP Materials Design: from Discourse Analysis to Teaching Political Discourse

Linguistics plays a key role in foreign language education both in relation to the teaching/learning process and to materials development. As a point of departure the article examines the implications of linguistic paradigms for foreign language teaching methods and follows the evolution of the concept discourse competence. Together with Discourse Analysis it is identified as central to updating contemporary teaching methods and instructional materials. The major objective is to show how research within linguistics informs and gives new impetus to FLT which is illustrated by a model of ESP instructional material designed for teaching political discourse to university students. The main conclusion is that such a form of mediation between theory and practice can broaden the focus on authenticity to encompass not only exposure to real language but also to genuinely analytical and critical thinking experiences typical for the academia.

Dictionary of IT terms as a tool for Russian language studies and linguodidactics in the context of digitalization in education

The authors present a comprehensive description of the main features of a new vocabulary project aimed at expanding and systematizing the methodological competencies of a modern teacher of philology. The relevance of the work is determined both by the object of research itself, which is a corpus of terminological units relevant in the digital pedagogical space, and by the need to fix numerous changes in linguistic/linguopedagogical/philological education determined by the transition to convergent learning. The aim of the research is to characterize the specifics of the dictionary entry structure in this lexicographic resource, to describe the principles and methods of selecting terminological units, to identify ways of their defining and translation. The research material includes Russian terminological systems and their English versions, correlated with pedagogical and lexical phenomena of the Russian language. The following scientific methods and approaches were used: component analysis of dictionary entries, comparative method, functional analysis of English and Russian terminology (if there is a translated version), linguistic-cognitive analysis, data systematization and clustering, qualification data interpretation. The results of the study are as follows: a set of problems related to the constitution and categorization of new terminological units explicating the transformation of the educational paradigm is identified and described; the features of lexicographic definition and presentation of indices are characterized; various ways of defining IT terms in the aspect of foreign language teaching methods are proposed, examples of dictionary entries are given. The perspectives of the study are in further expanding, specifying and systematizing IT terminology in modern language education and creating on this base new lexicographic projects which would intensify teaching in Russian higher education institutions.

Hackathon as an active learning format in higher education institutions

The article is devoted to the topical issue of foreign language teaching methods in higher educaton institutions - the creation of a modern methodological framework for the educaton and training of future specialists in any field of professional actvity.Therefore, we consider changes in methodological approaches in teaching to be appropriate and necessary. An analysis of scientific research on the above-mentioned problem is presented in the article and the need to find the latest formats for creating a methodical base during the professional training of a future specialist who is ready to work in the conditions of modern changes and new standarts is emphasized. The purpose of the article is to show the possibilities of using a hackathon as an effective learning format that promotes the development of critical thinking in higher education students, which in turn meets the requirements of the modern format of the professional training of a future specialist in any field.

The foreign language virtual lecture as an instrument of professional-competency formation in foreign-language teacher training institutions

Modern information and communication technologies provide many opportunities for the use of authentic foreign-language materials in the educational process in foreign-language teacher training institutions. Of particular interest in this regard are virtual lectures on topics directly related to this professional field. Nevertheless, the problem of using foreign-language virtual lectures in university classes has not been sufficiently covered in the scientific literature, as a result of which this tool is not widely used. This study aims to reveal the potential of using professionally oriented foreign-language virtual lectures to enhance the professional competencies of future foreign-language teachers during their university training. The main focus lies on the listening competency as an inherent part of the foreign-language teachers communicative capacities. The potential of using virtual lectures for formation of other competencies is also discussed in the context of an integrative approach. This issue is of particular relevance since the integrative approach becomes more and more popular in the higher education system. The research is based on the authors examination of the relevant scientific literature and on her analysis of a number of English-language virtual lectures dealing with pedagogy and foreign-language teaching methods. These steps allowed to highlight the main features of virtual lectures as teaching material and to describe various types of classroom tasks designed to accompany them. Moreover, the author presents a brief overview of digital sources where foreign-language virtual lectures are available. She also enumerates the professional competencies that c an be enhanced integratively by the use of foreign-language virtual lectures and the learning tasks associated with them. The results of the study demonstrate that professionally oriented foreign-language virtual lectures have great potential as a tool for the integrated formation of listening and other professional competencies of foreign-language teachers. However, for the educational process to be effective, the teacher also needs to engage in some additional work of a methodological nature. Thus, creating a solid theoretical and methodological ground for the use of virtual lectures in the classroom becomes an urgent problem, which may open up a path towards further research in this area.

TEACHING PROFESSIONAL DISCOURSE IN A FOREIGN LANGUAGE THROUGH EDUCATIONAL SPEECH SITUATIONS AND ROLE-PLAYING GAMES

This article explores the methodology and effectiveness of teaching professional discourse in a foreign language through educational speech situations and role-playing games. By integrating traditional and innovative teaching methods, the study aims to enhance students' competence and fluency in professional communication. Key components of the methodology include the introduction of speech models, language exercises, and the application of knowledge in various professional situations. The research involved experimental work with 2nd year students in the “Foreign Language” specialty of Kh. Dosmukhamedov Atyrau University. The results indicated that this interactive and immersive approach yielded a positive trend in the development of foreign language professional discourse. The study concludes that the success of mastering a foreign language in the context of professional communication heavily relies on the right approach, making the learning process interesting and dynamic. This methodological organization offers valuable insights into modern foreign language teaching methods, particularly in professional discourse training.

VOCATIONAL HIGH SCHOOL STUDENTS’ PERCEPTION ON THE USE OF TASK-BASED LEARNING (TBL) IN SPEAKING CLASS

Task-based learning (TBL) has been widely discussed among recent researchers. Its implementation is proven to be beneficial for English as foreign language teaching method. Many previous studies bring in its evident efficacy to increase vocational high school students' basic language abilities. This study used survey research that aimed to explore vocational high school students’ perception on the use of TBL to enhance their speaking skills. Quantitative data were obtained through a questionnaire as the instrument which was distributed to approximately 103 11th grade Office Authorization and Governance students at one of vocational high schools in Kediri. The findings revealed that students had a positive perception on the use of TBL to enhance their speaking skills because they felt relaxed when they are taught English using TBL, they feel motivated to learn English using TBL, and they perceive that TBL should be used more during English class. Furthermore, they also saw improvements in their speaking skills, in terms of fluency, pronunciation, grammar, and vocabulary. This study was to gain perceptions on task-based activities limited to discussions, presentations, and giving and receiving feedback and it was focused on learning descriptive text. A suggestion for the teachers is they may broaden the variation of the task-based activities while teaching the students, thus it could adapt to different genre texts. The researchers also came up with a recommendation for future researchers to explore students’ perceptions of their difficulties when the teachers implement TBL.Keywords: task-based learning, speaking skills, English for Specific Purposes

New Opportunities for the Humanities: Professional Polylogue in a Multilingual World Review of the first international scientific and practical conference “Professional polylogue in a multilingual world: language, culture, method” (Moscow, April 6–7, 2023)

This paper presents a review of the first International Scientific and Practical Conference “Professional Polylogue in a Multilingual World: Language, Culture, Method”, which was held at MGIMO University (Moscow, Russia) on April 6–7, 2023. The conference aimed to explore various issues related to linguistics, foreign language teaching, and socio-cultural factors in modern language education. The event brought together over 300 specialists who participated as speakers and active listeners in seven sections, three online discussion panels, a round table, and a student section “Potential”. Discussions included significant aspects of foreign language learning, trends and stages in foreign language teaching methods, the formation of professional identity in a multilingual world, and the cultural aspect of learning and self-development of both students and teachers.

ENHANCEMENT OF THE UNDERGRADUATE STUDENTS' FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.

Review of effective methods of teaching a foreign language to university students in the framework of online distance learning: international experience

The research goal is to analyze the existing and most frequently used methods and competency-based approaches to distance learning of a foreign language. The tasks are formulated to achieve the goal. They involve classifying the methods of foreign language teaching based on the competency approach and identifying the effective methods. The methodological basis of this research includes methods of analyzing the practical experience of foreign language teaching based on a competency-based approach, synthesis of national and international experience, comparison of national models of the language environment, and generalization of sociological data. As a result of the conducted research, it has been revealed that among various methods, approaches related to information and communication technologies [ICT] are utilized most often. We believe that when teachers conduct courses using synchronous computer-mediated communication [SCMC] tools or platforms, students should be given opportunities to express their opinions. Most teachers recognize the creation of instructional videos as the most effective. According to the students, this type of activity also has the greatest learning effect and stimulates creativity. The scientific novelty of the research is the study of foreign language teaching methods based on a competency-based approach within the framework of online distance learning and the relationship of all interested parties, in other words, teachers, students, and educational institutions.

Cognitive Operations in Process of Secondary Text Production in Fanfiction Genre

The question of text perception in a foreign language is considered. Cognitive operations to build a text projection used by recipients who are non-native speakers, as well as their ways to objectify the former in their own secondary texts of the fanfiction genre are presented and described. The article is relevant due to the need to research the processes of reception and production of a coherent text both in native and foreign languages, and to create a cognitive model of the text projection building process. Particular attention is paid to the correlations between the strategies and tactics of forming a projection of a text in a foreign language by the recipient with the types of cognitive operation used to interpret new knowledge (preservation, modeling, transfiguration). Data are given on the implementation of cognitive operations on all levels of the perceived text (macro-, schematic, stylistic level). Definitions are provided for the specific tactics used by recipients (non-native speakers) in the process of creating their own texts in a foreign language on various levels (plot preservation tactics, tropes imitation tactics, keyword transplantation tactics, etc.). The results of the study can be applied both in the field of language sciences (psycholinguistics, linguistics) and in the field of foreign language teaching methods to find ways to effectively develop reading and writing skills in language learners.

APPLICATION AND COMBINATION OF DIFFERENT FOREIGN LANGUAGE TEACHING METHODS IN ESP CLASSROOM

English for Specific Purposes (ESP) being separate branch of the English Language requires specific approach during the process of teaching. Application of right methodology of teaching is very important for successful ESP teaching, therefore correct selection and combination of different foreign language teaching methods are crucial to ensure that the required results are achieved in the ESP classroom. When working in the ESP classroom ESP teachers base their teaching approach on the principle: “English for Specialty” rather than on the principle: “Specialty in English” the approach characteristic of Content and Language Integrated Learning (CLIL). In our paper we are going to discuss the ways of efficient combination of Grammar-Translation method and Audio-Lingual method using ESP textbooks and materials and also development of listening and speaking skills of ESP learners through different subject videos selected on the basis of linguistic abilities and knowledge of specific terminology by ESP learners. Some of these videos are available on YouTube and other internet platforms. Elements of CLIL approach that imply complete immersion into language and subject matter can be applied in ESP classroom. Their combination with the above-mentioned foreign language teaching methods is possible, especially in those groups of ESP learners whose level of General English is B2 and higher. The parallel can be made between CLIL in ESP teaching environment and Direct method of foreign language teaching in General English teaching environment. In this way we compare partial application of CLIL approach in the ESP classroom to the Direct method of foreign language teaching when it refers to teaching of General English. The main aim of our paper is to consider combination of the following foreign language teaching methods and the methodology of CLIL as the most suitable and efficient way of teaching English for Specific Purposes in the classroom:1) Grammar-Translation method;2) Audio-Lingual method;3) Direct method with elements of CLIL approach when applied in the ESP classroom.