Language Teaching In Universities Research Articles

Content of scientific and pedagogical features of formation of gnostic competence of future foreign language teachers

This article discusses the main features of the formation of gnostic competencies in the training of future foreign language teachers in language universities. The author emphasizes that gnostic competence also plays an important role in improving a teacher's pedagogical skills, emphasizing that gnostic competence is the basis of a teacher's professional activity and is a determinant of achieving a high level of pedagogical skill, as well as design or structural skills.

Fostering learners’ involvement in the assessment process during the COVID-19 pandemic: Perspectives of university language and communication teachers across the globe

With the transition to online teaching due to the COVID-19 pandemic, the need for identifying effective methods of assessment has become paramount. The methods of traditional summative in-person, paper-and-pencil exams could not be adapted to the online environment. In case of unsupervised (non-proctored) exams it was impossible to ensure students’ academic honesty. Some universities have offered remotely supervised (proctored) examinations, which has been a rare exception. The pandemic prompted teachers to innovate their assessment practice and apply formative assessment methods as an alternative to traditional summative assessment. They have started using tasks such as e-portfolios, online learning journals, blogs, online presentations, creative writing, and open-book exams, which present golden opportunities to involve students in the assessment process. This study aims to explore assessment-related experiences of language and communication teachers at higher education institutions (HEIs) during the pandemic. Our mixed-method research combines an international survey administered to university language and communication teachers (N=301) with in-depth interviews with a selection of participants (n=18) of the same background. The results provide valuable insights into the perceptions that university language and communication teachers have of effective assessment methods and pedagogical approaches engaging learners in assessment. The implications of the study advocate a growing trend toward a wider use of learner-centered assessment.

My Opinion on Carrying Forward Chinese Traditional Culture in Chinese Language and Literature Teaching in Colleges and Universities

My Opinion on Carrying Forward Chinese Traditional Culture in Chinese Language and Literature Teaching in Colleges and Universities

The development of an Ecology of Resources for online English as a Foreign Language (EFL) teachers in a Japanese university during the COVID-19 pandemic

English language teaching in Japanese universities can be described as having a very classroom-centered approach with relatively little online presence. Therefore, the transition to emergency remote teaching in April 2020 in response to COVID-19 was particularly challenging. This paper describes how the teaching staff in one English as a Foreign Language (EFL) department at a national university in Japan came together to support one another with various online guides and the creation of peer support groups. This activity is analysed in terms of the development of an Ecology of Resources (EoR) (Luckin, 2008) and an online Community of Practice (Lave & Wenger, 1991). The four collaborative documents and the peer support group that make up the EoR are described together with examples of this teacher development process. By partaking in the creation of the EoR teaching staff learned together how to teach online in an emergency context and this collaboration can be the basis for future online teaching in an institution where it had not happened before.

УЯВЛЕННЯ СТУДЕНТІВ ТЕХНІЧНОГО УНІВЕРСИТЕТУ ПРО ВИВЧЕННЯ ДРУГОЇ МОВИ

Demand for language proficiency of technical university students leads to recognition of enhanced efficiency in language instruction. Using effective methods can not work because the second language learners have other beliefs which contradict with each other. The article deals with technical university students’ beliefs about second language learning and implications for university language teachers. The results of the research provide information for better understanding of teachers and students’ responsibilities in a second language learning class. The data was gathered through the survey regarding students’ attitude towards second language learning and individual feedback via Zoom sessions. Students gave their opinion on eighteen statements using a five-point Likert scale from “strongly agree” to “strongly disagree”. We used descriptive statistics to calculate the median (beliefs of most of the students) and Inter-Quartile Range of each item (how scattered their responses were). The findings showed that most technical university students agree with the statements about second language learning, most of which are “myths”. Reflection on the results of the survey, providing additional input concerning controversial statements about language learning and discussion in groups contributed to better understanding of students’ needs. The implications of the study suggest that being aware of students’ beliefs about second language learning allows teachers to adjust instruction to the needs of students, share with students knowledge about the language, which they need to make language acquisition more effective. Further investigations may be devoted to comparing technical university students and teachers’ beliefs about second language learning. Key words: second language learning, students’ beliefs, error correction, grammatical rules, academic content, instruction, language chunks.

Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.

Research on Computer Assisted English Teaching in Foreign Language Teaching in Colleges

The continuous development of network technology in the information age has provided hardware guarantees for networked teaching, and the deepening of computer-assisted teaching research has promoted the development of networked computer-assisted teaching. With the popularization and application of informatization in colleges and universities, the use of modern information technology to change the traditional teaching mode has become the focus of attention. The C++ network-assisted teaching system uses computers and networks as the main means to develop network-based teaching and learning auxiliary teaching methods. This system is a mixed mode of network teaching and traditional teaching, which can enhance the communication between teachers and students, and can also play the role of the student-based teaching mode in network teaching.

ОЦЕНИВАНИЕ СФОРМИРОВАННОСТИ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ БАКАЛАВРИАТА НЕЯЗЫКОВЫХ НАПРАВЛЕНИЙ ПОДГОТОВКИ

Objective of the article is to develop a scale for assessing the formation of the foreign language communicative competence of undergraduate students of non-linguistic specialties. Applied methods . Analysis, synthesis, generalization of the foreign language teaching experience. Results . According to the Federal State Educational Standard of Higher Education 3 ++, students of non-linguistic universities as a result of mastering the "foreign language" discipline should have Universal Competence-4 formed. The competence includes a language component and a professional component. By the language component a foreign language communicative competence is meant. The development of the communicative competence can be assessed using indicators and level descriptors, which are assessment criteria and objects of control. In order to increase the efficiency and objectivity of foreign language communicative competence assessment, it is necessary to base the assessment scale on the requirements of international exams in foreign languages. Conclusion. The article deals with the problem of unification of requirements for the formation of foreign language communicative competence for students studying in non-linguistic areas of training at the bachelor's degree level. The unification of the requirements is needed to improve the quality of foreign language education in universities. The developed scale for assessing the formation of a foreign language communicative competence makes it possible to assess the foreign language communicative competence of undergraduate students in non-linguistic areas of training. And it is also a means of formative assessment that allows developing the thinking and personality of a student.

Route of Development of Foreign Language Education in Universities in Xinjiang, China in the Context of the Belt and Road Initiative

The most important competition of the 21st century is that of talents. How to make higher education and the cultivation of talents contribute to the long-term national development agenda and the construction of a community of a shared future for mankind is a significant task and mission of higher education in China. The Belt and Road Initiative is one of the means to share the Chinese experiences, Chinese wisdom and bonus of reform and opening-up. Construction of the core area of the Silk Road Economic Belt and the implementation of the Open Up West Program call for talents to contribute to the regional development. It has brought both opportunities and challenges to foreign language education in universities and colleges in Xinjiang. The cultivation of talents in foreign language education must integrate into the scope of internationalization in national higher education and meet its expectations of talents by focusing on fostering character and civic virtue, maintaining and serving regional social stability and long-term security and pursuing development in the long run. The tripartite route of development is as follows. Firstly, it is expected to design and carry out the tasks and agenda in line with China’s Ministry of Education’s concern of internationalization in higher education. Secondly, it is vital to focus on important aspects with a deep awareness of opportunities and challenges of internationalization. Thirdly, it is of practical significance to explore various potentials of development through Sino-Russian cooperation in faculty training and development, cultivation of talents, scientific research and cultural exchange with the help of platforms of cooperation in operation. With the joint efforts of both parties, there is hope that the cultivation of talents in foreign language education will bolster mutual capabilities in serving the Belt and Road Initiative.

Comment on the Problems in the Cultivation of Speculative Ability in Foreign Language Teaching in Colleges and Universities

Comment on the Problems in the Cultivation of Speculative Ability in Foreign Language Teaching in Colleges and Universities

On the Development Community of Foreign Language Teachers in Colleges and Universities Based on the Internet

With the continuous development and progress of science and technology in China, more and more schools and teachers are beginning to combine the "Internet" technology for teaching. Under the background of the Internet, teachers should strive to create a relaxed, equal and democratic atmosphere in the classroom, so that they can impart knowledge to students well and students can master it better. In campus, both tacit knowledge and explicit knowledge need teachers to keep pace with the times, give full play to the advantages of computer and Internet, and effectively impart knowledge to students. By the combination of "Internet" and foreign language teaching in colleges and universities, the community teaching mode has made the foreign language curriculum in colleges and universities better developed. Under the background of "Internet ", the community construction of teachers' professional development makes teachers' professional development closely related to the Internet, which is the inevitable trend of teachers' professional development.

The Grammatical Error Analysis Found in Students’ Composition

Grammar is an important language component to enhance students’ language proficiency. However, many students still make grammatical errors in writing their essays. This research aims at analyzing types of grammatical errors found in students’ essays. The type of this research is a descriptive case study. The subjects of the study were 20 third-semester students of Purworejo Muhammadiyah University, Indonesia. The researchers used a test to collect the data. The results of tests were analyzed descriptively by using Keshavarz’s theory. The analysis result shows that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). Based on the research result, the researchers conclude that the most dominant error is substitution. The percentage of error can prove it, that is, 57.97%. There are some implications of error analysis in English language teaching in universities in Indonesia. The lecturer can give enrichment, understand students’ grammar competence, give corrective feedback to students’ errors, modify target language learning items in classrooms and textbooks, understand the way students apply the target language rules, and use the effective teaching method or learning media.

WORKING WITH MILITARY TERMINOLOGY FROM "BABURNAME" ON CLASSES IN RUSSIAN LANGUAGE IN THE MILITARY EDUCATIONAL INSTITUTIONS

Working with professional terms is an important part of languageeducation in universities. Fragments from Baburname were used in the developmentof training material for future military specialists. The article describes the methodsand techniques aimed at developing cadets' speech in Russian.

The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university

Abstract The underlying methodological approach of the CEFR is defined as being “action-oriented” and task-based (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR is a framework document. The action-oriented approach is, however, not coherently developed throughout the publication as it does not explain its application in assessment (Chapter 9). Chapter 9 presents a general introduction to the principles of language assessment but does not explain how the assessment can be contextualised so that the test-taker acts as a “social agent”. Although related documents on testing and assessment such as the Manual for Relating Language Examinations to the CEFR (Council of Europe 2009) and the Manual for Language Test Development and Examining (Council of Europe 2011) provide tools on assessment practices, they do not explain how to conceptualise an action-oriented task-based assessment. The CEFR Companion Volume (Council of Europe 2020) also stresses the underlying action-oriented approach of the CEFR in teaching and learning, but as it focuses explicitly on teaching and learning, it too does not cover the area of testing and assessment. For university language teaching, learning and assessment, it is necessary to develop a coherent, holistic methodology that applies the action-oriented and task-based approach to language teaching, learning and assessment, and applies a constructive alignment, which has a particular focus on the learner as a social agent. Initially, this requires the development of course content and the related assessment tasks to be based on a thorough needs analysis for a specific language teaching programme. In this way, university language centres can rethink their approach to teaching and assessment and implement changes both in their teaching and in their assessment and testing in order to offer a more coherent programme to their learners, which makes better use of the CEFR Framework. This paper summarises the principles of task-based language testing and explains in which contexts this approach might be particularly fruitful. It also presents the author’s experience gained in implementing the approach at institutional and national levels, and the challenges involved in managing this change.

The Application Research of Artificial Intelligence and Big Data Analysis Technology in University Foreign Language Teaching

In recent years, with the development of computer linguistics and artificial intelligence technology in the field of English education, the research methods and technical means of artificial intelligence big data analysis have been introduced into the research and practice of foreign language teaching. As a new element, artificial intelligence big data analysis provides a new approach and research perspective for foreign language teaching. In order to solve the problems of foreign language teaching resources sharing, optimizing teaching resources, improve the efficiency of foreign language topic teaching, and improving the interaction between teachers and students, based on the theoretical and practical research of foreign language teaching in colleges and universities, this paper uses artificial intelligence and big data technology, firstly classifies the artificial intelligence system of foreign language teaching in colleges and universities, secondly, it classifies the information technology of artificial intelligence in high school. The ability of information storage and information processing in college foreign language teaching is analyzed theoretically in computer language. The software and hardware design of the artificial intelligence information integrated system of college foreign language teaching is carried out. The results show that: relying on the design of the storage module and system server, the hardware design of the system is realized, and the software design of the system is realized based on the system running environment design and database design. Finally, the paper puts forward the countermeasures and suggestions for the development of AI in foreign language teaching.

The impact of multilingual education policy on university language teachers’ professional development

This article reports on a case study that investigated language teachers’ perceptions of a newly launched multilingual programme in a Chinese university. Forty-one teachers from the university were interviewed. Data analysis reveals that the teachers perceived the new programme as an administration-dominated initiative that would impact on their teaching practice and research engagements. Particularly, they questioned the viability of its pedagogical innovation, and cast doubt on its implications in terms of what type of knowledge and research would be valued. They also viewed the new programme as a form of institutionalisation, resulting in the reallocation of resources within the university. These perceptions demonstrate how the innovative programme, imposed as a policy initiative, could influence the ecosystem of the whole university and affect its sustainable development.

Analysis of College English Online Test and Language Teaching

In order to adapt to the current Internet information environment, college English teaching also needs to carry out corresponding online teaching courses based on the actual situation, so as to make college English teaching more flexible and improve students' enthusiasm for learning English. English online testing can help teachers Deepen the understanding of students, and continuously improve and revise the teaching methods to strengthen the effectiveness of language teaching. This article attempts to analyze the relationship between online testing and language teaching in English universities based on the actual teaching situation and current online course development, in order to promote the sound development of college English teaching.

The Production-Oriented Approach Updated: Introduction to the Special Issue

AbstractMore than a decade has passed since Wen Qiufang (2007) first proposed that foreign language teaching could benefit from output-driven practices in the classroom. Her original ideas were reformulated and further elaborated in the Production-Oriented Approach (POA), which aims to deal with the input-output separation in foreign language teaching in Chinese universities and colleges to optimize students’ learning (Wen, 2015, 2016b). Integrating the strengths of Chinese traditional pedagogy and Western instructional approaches, this approach engages learners with production, merging the learning and use of language to enhance the efficiency of language teaching (Illes, 2018, p. 242) in a Chinese context.This introduction to the special issues includes three major sections. It starts out with an overview of what the POA system includes and how it works with a focus on its teaching procedures. The second section is about dialectical research (DR), a new research paradigm specifically designed for instructed second language acquisition (Wen, 2017b) with “dialectical materialism as its philosophical basis” (Wen, 2019, p. 385). Finally, seven papers collected in this issue are introduced. We hope that this special issue sets a research agenda towards a better understanding of the POA.

KEY APPROACHES OF THE LANGUAGE TEACHING: THEN AND NOW

The article deals with the analysis of key approaches used for language teaching in Ukrainian universities in 1850–1917 and at the present moment to apply those of them which were used for language learning at Ukrainian universities in 1850–1917. The most widespread method was the translation method. At present, alongside the traditional approach, the innovative approach is also used. The key method is communicative. It could be useful to apply a multidisciplinary for teaching foreign languages. The continuity was topical for academic instruction in 1850–1917 and it is still topical in the present.

Building a Model for Teaching Korean in Universities under the Vision of Experiential Learning

The rapid development of the economy and the continuous improvement of the education system made the state begin to pay more attention to the talents in the education sector, especially in the context of the development of economic globalization, the demand for talents in foreign languages is increasing. China and South Korea are closely connected, so the demand for Korean language talents in our country is increasing, and many universities have established Korean language majors, and is constantly exploring teaching models and methods to enhance Korean language teaching, among which, experiential teaching being the university's Korean language teaching is the important ways and means. This paper mainly analyzes the construction of the model of Korean language teaching in universities under experiential learning.