Language Teaching Methodology Research Articles

Методика обучения многокомпонентным иероглифам японского языка будущих специалистов в области восточных языков и культуры и педагогов-востоковедов

The research aims to develop a methodology for memorising multicomponent ideographic signs of the Japanese language for teaching specialists in the field of East Asian languages and culture and teachers specialising in East Asian studies within the subject “Charactery”. The paper introduces real definitions and exercises for high-quality teaching of the compositional morphology of characters (glyphs) when training specialists in charactery. The scientific novelty of the research lies in developing a systematic classification of complex compositions of ideograms, which may include 2, 3, 4, 5, 6, 8 and 9 basic repeating elements (radicals) and a typology of complex ideographic compositions that must be taken into account in the practical methodology of Japanese language teaching. A set of exercises that can contribute to the creation of pedagogical conditions for professional training and retraining of specialists in the field of East Asian languages and culture has been elaborated. As a result, the researcher has identified the influence of the pedagogical process with the use of the original teaching methodology on the change in the self-consciousness of specialists in East Asian studies, has defined professional interest as a powerful motivating factor in personality development, has proved the positive influence of the implementation of an active form of special didactics on improving the level and quality of students’ training.

Дидактически упражнения за преподаване и усвояване на испански език за специфични цели в сферата на ихтиологията

The aim of this article is to present the contemporary perspectives of the methodology of language teaching through the prism of didactic exercises for teaching and learning ichthyological Spanish. It outlines the main criteria for the selection and classification of didactic tasks with regard to response options, mode of execution, achievement of objectives, duration, etc. An example exercise illustrating and describing the theoretical concepts described is presented and analysed in detail.

Investigating the Professional Adaptation of English Teachers in the First Years of their Profession to School Environment

This study investigates English teachers’ socialization to the school environment, their behaviour in the classroom, and their attitudes towards their profession in the first few years after graduation. An explanatory research design was used with a mixed-method methodology. We administered a survey to 800 novice English language teachers in 16 cities where there is high rates of governmental teacher placements in Turkey based on the data provided by the Ministry of National Education (MoNE). The questionnaire included five category components: professional competence, interpersonal relations, organizational history and language, organizational goals and values, and organizational policy. We then selected 9 English teachers using purposeful sampling from the three of the 16 cities in order to gain information about novice teachers’ experiences and to elaborate on the results of our quantitative data findings. After observing the classes of those English teachers, we conducted semi-structured interviews. The content analysis of the responses revealed important issues the teachers experienced during their socialization period. These included their relationships with the school administration, colleagues, parents, and the teachers’ own professional competence, particularly in the areas of the target language (TL) use and language teaching methodology. A discussion of the findings provides suggestions for teacher education programmes, thereby contributing to the development of educational curricula. Having postgraduate studies to sustain professional development has been suggested for teacher growth, which will also establish a link between the university-school partnership. The university-school partnership will only be possible with a willingness to collaborate, dedicated time and systematic feedback to share knowledge and experience.

THE ROLE OF LEARNING A FOREIGN LANGUAGE IN THE GLOBALIZATION PROCESS OF HIGHER EDUCATION INSTITUTIONS

The article substantiates the expediency of globalization of higher education institutions andthe role of foreign language learning in this process. Four main justifications for globalization areoutlined: academic, socio-cultural, political and economic. Current trends in the internationalization ofhigher education in European countries have been identified, and aspects of the institute’s activitiesrelated to the development and implementation of the globalization strategy have been investigated.Factors determining its successful implementation and factors hindering this process are determined. Theimpact of globalization on the competitiveness of Ukrainian universities and the professional risksassociated with a low level of language proficiency are described. The role of the institute’s languagepolicy in the implementation of the internationalization strategy is defined. The regulatory and legaldocumentation in the field of development and reform of higher education is studied. The prerequisitesfor reforming the English language teaching methodology are considered. The method of globalization ofhigher education in foreign language classes is proposed. It is concluded that the process of globalization,the main goal of which is to improve the quality of education and scientific activity, has become thestrategic direction of higher educational institutions. In this regard, considerable attention is paid tosupporting the provision of pedagogical conditions for the formation of all intercultural competences ofstudents. The results of the empirical study indicate that the key areas of activity of universities in thecontext of internationalization are the development of students’ academic knowledge, mobility, creationof joint educational programs with foreign universities, development of international scientific activity. Itis found that the main factors that stimulate these processes are the development and monitoring of theimplementation of the globalization strategy. The problems of implementing this strategy, as before, areof a financial nature and are associated with a low level of foreign language proficiency and insufficientmotivation of students and teachers to participate in academic mobility programs and internationalscientific projects.

An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students

In an era of globalisation, acquiring communicative competence in foreign languages has become an educational priority, and in this scenario, Content and Language Integrated Learning (CLIL) emerged as a European endeavour to improve students’ foreign language proficiency. In the Basque Autonomous Community (BAC), learners are required to deal with the coexistence of three languages in the school curriculum, which may be regarded as an anxiety-provoking process. Through a mixed method approach, this study explores the interaction between language anxiety and the language of instruction in the case of 89 primary education students in the BAC, along with the effects of students’ gender, linguistic repertoire and achievement on anxiety means. Results indicated that participants experienced significantly more anxiety in their English subjects than in their Basque subjects. Moreover, students speaking Spanish at home or scoring lower grades in both instruction types exhibited higher anxiety levels, and this trend diminished in the case of females. These findings reveal the challenging nature of anxiety, an affective factor that should be taken into consideration in the implementation of language teaching methodologies.

METHODOLOGY OF EFFECTIVE MOTHER LANGUAGE TEACHING

METHODOLOGY OF EFFECTIVE MOTHER LANGUAGE TEACHING

Introducing Komuz Kyrgyz National Musical Instrument Through Concept Map

This paper deals with the importance of the national values and its practical significance in teaching because a regional component can have its valuable points such as a being significant factor of personal development useful tool for language skills and critical thinking. Considering the present English teaching conditions in Kyrgyzstan, we think the key for students to effectively study English is motivation and interest. To solve that problem, it is very important to stimulate students’ interests in using the language. To achieve that end, it is of vital importance to systematically study the advanced teaching methods such as contemporary language teaching theory and methodology. This article suggests some techniques of introducing new texts using concept maps.

Dramska tehnika u nastavi engleskog kao stranog jezika

Summary: Considering the drama technique as appropriate in teaching English as a foreign language (EFL), in our paper, we have examined and analysed teachers' attitudes towards this technique. We wanted to find out if the respondents think that the drama technique is useful in teaching foreign languages and if they use it in their classrooms. The research was conducted in Italy during the finals of the second international competition in English - Hippo, on a specific sample of English teachers (N = 47) from eight countries whose students were finalists in the competition. A non-experimental descriptive method - survey, has been used. To collect data, we have constructed a questionnaire in English, which consists of three parts: 1) respondents' sociodemographic data; 2) a scale for measuring attitudes towards drama technique, divided into two subscales - one measures the assessment of drama technique advantages (contains six statements), and the other the assessment of its disadvantages (three statements); and 3) assessment of the use of drama activities in teaching (one statement). The respondents rated the degree of agreement with each of the statements based on a five-point Likert scale, from 1 - I strongly disagree to 5 - I strongly agree. The results analysis has indicated that the teachers, mentors of students who have achieved exceptional success placing in the finals of the international English language competition, consider the drama helpful technique and use it in EFL teaching. Namely, there is a statistically significant positive correlation between the use of drama technique in EFL teaching and the assessment of the advantages of this technique (r = .49; p <.001), as well as the general attitude towards drama technique (r = .51; p <.001). Our research can be useful to EFL teachers. It can encourage them to apply drama techniques in practice as much as possible, enhancing students' motivation to acquire a foreign language more successfully. Theoretically, our research contributes to the methodology of foreign language teaching and psychology of learning, since motivation is an important psychological factor in EFL learning and teaching. The paper can be helpful to future researchers in these fields.

Нейросеть Twee – новый инструментарий для педагога английского языка

Importance. The integration of artificial intelligence technologies into educational processes is becoming an irreversible process in the development of the information society. With regard to the methodology of foreign language teaching, many researchers note the huge potential of new technologies that can be used to increase the effectiveness of teaching and improve the quality of education. Artificial intelligence technologies are actively used in adaptive learning of foreign languages. Neural networks allow creating personalized training programs and unique content that meet the level of development of the student and his personal interests and needs. Artificial intelligence technologies make it possible to automate the performance of a number of pedagogical tasks, thereby saving the teacher’s time. Such tasks include the generation of educational content and automated assessment of academic performance. Numerous virtual assistants working on artificial intelligence algorithms make it possible to effectively learn a foreign language, respond to students’ requests, provide additional educational materials, give recommendations and are able to maintain feedback. However, despite the obvious advantages, neural networks have a number of significant disadvantages that can negatively affect the learning process. The purpose of this work is to study the Twee neural network, which is positioned as an effective assistant to an English teacher, to determine its linguistic and didactic potential and functional features, to identify its strengths and weaknesses, as well as to determine its applicability for solving certain pedagogical tasks. Research Methods. Theoretical methods are used to conduct the research: the study of scientific literature on the research topic, analysis, generalization and classification; empirical methods: observation, description and experimental verification; practical methods: modeling the educational process. As a result of studying the linguodidactic potential and functional features of the Twee neural network, its tools are identified and described, allowing an English teacher to plan, organize and evaluate the educational process. Results and Discussion. The applicability of the Twee neural network to the process of learning English has been studied and described in detail. This neural network allows generating unique educational content and creating communicative exercises aimed at developing all types of speech activity and aspects of language, with the exception of phonetics. The paper also analyzes the capabilities of the Twee neural network to perform pedagogical tasks that an English teacher faces on a daily basis. Conclusion. In the current state, the Twee neural network is the first qualitative step towards integrating artificial intelligence technologies into the methodology of teaching a foreign language. Having a number of obvious advantages, this neural network will not be able to completely replace an English teacher, but will act as an additional learning tool. The obtained results and conclusions can be used in further research on the methodology of teaching foreign languages using artificial intelligence technologies.

Методическая модель обучения студентов видам иноязычной коммуникативной деятельности на основе диктоглосса

Relevance. Modeling as a method is used to create and work with models of various objects or processes. Models allow to visualize abstract and complex scientific concepts in order to better understand them. In the methodology of a foreign language teaching, modeling is used for conducting experimental training in a controlled environment, predicting results, as well as planning further actions. Dictogloss as a means of a foreign language teaching imitates a kind of dictation, in which students reproduce the text they have heard using correct stylistic and lexical-grammatical forms. The format of the dictogloss allows it to be used in the form of blended learning with the help of modern information and communication technologies, making it more accessible to students. However, there are no many papers in the scientific and methodical literature devoted to the development of language faculty students’ foreign language communicative abilities based on dictogloss. The purpose of the research is to develop a methodical model of teaching types of foreign language communicative activity to students based on dictogloss. Research methods. The following theoretical methods were used in this paper to create a methodical model: the study and analysis of scientific literature on the research topic, the generalization of the data and conceptual provisions contained therein. On the basis of empirical research methods, the practical experience of using dictogloss as a means of a foreign language teaching was studied and analyzed, a methodological model of teaching students types of foreign language communicative activity based on dictogloss was developed and described. Results and Discussion. In this paper, the author’s methodical model of teaching of students to types of foreign language communicative activity based on dictoglosswas developed and described. The methodological model of training is a set of hierarchically ordered components: prerequisites, target, theoretical, technological and evaluative-effective blocks. Each block contains components that reveal the essence of the research and determine its focus. Conclusions. The developed methodical model of teaching types of foreign language communicative activity to students based on dictogloss is aimed at increasing the intensity and efficiency of the educational process. The results obtained can be used to develop methodical materials on the use of dictogloss technology in a foreign language teaching, as well as in conducting other research in the field of foreign language teaching methods.

ENGLISH-MAJOR STUDENTS’ ATTITUDES TO LANGUAGE LEARNING APPS – IS THERE ROOM FOR PRONUNCIATION PRACTICE?

Technology has introduced numerous options for language learning, especially after the Covid-19 pandemic has instituted novel ways for supporting or entirely substituting tra- ditional classroom teaching. The current paper explores the attitudes of Serbian English-major students at the Faculty of Philology and Arts, University of Kragujevac, toward the usefulness and effectiveness of language learning apps. Along with investigating general attitudes pertaining to the use of language learning apps for different language skills, special attention is devoted to the attitudes toward the effectiveness of language learning apps regarding pronunciation practice. To further explore the attitudes, four factors were introduced in the analysis: gender differences, L2 exposure, overall language proficiency and Phonetics proficiency. The findings indicate positive attitudes toward language learning apps in general, even though the participants demonstrated awareness of certain disadvantages, as well. Gender differences were found in the frequency of use, while L2 exposure was a significant predictor of general attitudes. While overall proficiency did not seem to affect students’ choices, the results indicated that there were differences in the frequency of use and attitudes to pronunciation practice opportunities and effectiveness in relation to students’ Phonetics proficiency. The results provide important impli- cations for pronunciation teaching in the Serbian foreign language teaching context and foreign language teaching methodology in general.

VALUABLE AND USEFUL TEXTBOOK ON ENGLISH LANGUAGE TEACHING METHODOLOGY

VALUABLE AND USEFUL TEXTBOOK ON ENGLISH LANGUAGE TEACHING METHODOLOGY

CHET TILI O‘QITISH METODIKASIDA ZAMONAVIY USULLAR

CHET TILI O‘QITISH METODIKASIDA ZAMONAVIY USULLAR

Foreign language teaching methodology: Approaches, methods and modern tendencies

Foreign language teaching methodology: Approaches, methods and modern tendencies

Contractions Use as the New Trend in PR Professional Language: Linguistic and Linguodidactic

The article deals with the analysis of PR professional language variety as referred to teaching English to university undergraduates. PR terminology encompasses various contracted forms, which contain structurally and semantically encoded information that refers to language economy in terms of heuristic approach to language. The analysis of the vocabulary in question brings the subject matter into the focus of interdisciplinary research in the field of humanitarian studies, with reference to its linguistic and linguodidactic aspects. Certain spheres dealing with PR communication are subject to the analysis and synthesis in terms of linguistics, political science, economic theory, philosophy, psychology, sociology, rhetoric, and cognitive science. To elaborate the methods of teaching L2 to PR undergraduates, it is necessary to carry out consistent analysis of all language levels representatives in their interaction. The analysis of PR terminology, especially abbreviations and acronyms, is carried out to facilitate the process of professionally oriented L2 teaching. The results application deal with practical issues of linguodidactics and language teaching methodology as referred to PR studies with respect to the content and structure of teaching process, material choice and exercise samples with abbreviated forms in different types of activities. The article provides examples of possible tasks aimed at developing students' communicative and general cultural competencies based on the work with the language material under consideration. The shift of PR procedures implementation into Web 3.0 is discussed in terms of LSP teaching, which concerns with appropriate Internet materials use and processes of adequate interpretation as well as contracted realizations creation, determined by students’ abilities and their proficiency level.

Multiple Motivation as a Key Factor in English Language Teaching: a Case Study in Hambantota, Sri Lanka

This paper attempts to examine the role of the ‘motivation factor’ in Language teaching in the context of teaching English language to rural students in Sri Lanka. Since English can be used as a Lingua Franca for communication among different ethnolinguistic groups, it is extremely important to look at the English language teaching methodologies adopted in different countries. In teaching English as a second language to students in Sri Lanka, initiatives have been taken by both private sector and government sector institutes. For this research, a case study has been selected from an English language training programme conducted with private and public partnership in a rural area; at Tissamaharama electorate in Hambantota district, Sri Lanka. The method of this research was participatory observation. The research was launched to examine current practices of English language teaching and identify successful methods of language teaching by paying special attention to motivation. The study is mainly concerned with problematizing as to why the rural student population was weaker in English language skills, and how can this be mitigated. Among several other variables that can have a greater impact on English language acquisition, the ‘motivation factor’ was recognized at the beginning and the research was designed in a manner to measure its impact on language learning and successful teaching. The study established that the influences of several significant motivation factors such as environmental changes, humour, changing classroom settings, gender fact, diversifying activities, continuously appraising students and using voice skills can enhance language learning to a greater extent when they are applied as continuous and multiple processes.

Training on English as a Medium of Instruction: Moroccan Public Secondary School Math and Science Teachers

This study examines the experiences and perceptions of Moroccan public secondary school math and science teachers on training for English as a medium of instruction (EMI). In order to meet this objective, semi-structured interviews were conducted with six EMI math and science teachers from Moroccan public secondary schools in Rabat-Salé-Kénitra. The findings revealed that there was a shortage of training on EMI. All of the EMI teachers did not receive specialized EMI pre-service training. In addition, three undertook a short EMI in-service training, mainly at the beginning of their EMI teaching careers. Additionally, all of these EMI teachers explicitly expressed their need for future training for continuous improvement. Five of them desired additional training in the English language to improve their language proficiency. Three of these five teachers specifically wanted to learn scientific terminologies in English. Furthermore, one of these three teachers wanted to develop her speaking skills to communicate more effectively with students. Differently from the stream, an EMI teacher needed training in both the English language and EMI teaching methodologies. Overall, this study offers insights into this under-researched context of the EMI program in Morocco and provides recommendations for future research.

Online Teacher Training for Global Teaching Contexts – Can E-learning Help Develop Better Language Teachers?

During the two-year pandemic period all university education, including language teacher training, was conducted exclusively in the online mode. While for many instructional contexts transition to the online mode meant decreasing the effectiveness of instruction due to lack of physical contact and greater time consumption for materials development, it became clear that skillful use of e-learning tools and procedures might give university education a boost. The paper will put to test the research hypothesis that using social professional networks, composed of participants who are familiar to one another outside the course but become new personas inside it, will have a positive effect on the involvement of teacher trainees in pursuing teaching qualifications, evidenced in their increased participation in methodology-oriented tasks in different modes. This will be illustrated with examples from the Foreign Language Teaching Methodology online course for undergraduate applied linguistics students which blended synchronous and asynchronous interactions in different Moodle activities.

Topical Issues of Foreign Language Teaching Methodology: E.N. Solovova’s Research Continued

The paper overviews the IV International Scientific and Practical Conference dedicated to Elena N. Solovova “Teaching Foreign Languages Modern Problems and Solutions” held on November 6, 2022.

Language Revitalization and the Classroom: Video Workshops at an Elementary School in Miyakojima

This paper explores a pedagogy for language revitalization in the specific endangered language context of the Miyakoan language in Okinawa Prefecture, Japan. The topic discussed on language revitalization in this paper is a matter of language teaching and learning methodology. The transmission of Miyakoan to the younger generation will be sought in the school domain. There are three guiding research questions: (1) what pedagogy might suit language revitalization, (2) how the school can accommodate this educational goal, and (3) will this educational plan raise pupils’ awareness to learn about the Miyakoan language. First, this paper will review the current direction of Indigenous languages in Japan at the macro socio-historical level. Second, the micro-educational practice will be reported and analyzed. From this micro-educational practice, the role of the school in the community is indicated to become a domain for language revitalization to raise the pupils’ awareness of the local endangered language. The findings also suggest an approach forging the ‘mainstream’ education and pedagogy for language revitalization. Since language transmission is only partially conducted at home in Miyakojima in the 21st century, heritage language education in schools will be essential for revitalizing the language and cosmology of Miyakojima.