Principles Of Language Teaching Research Articles

Модель формирования социокультурной компетенции у иностранных военнослужащих при изучении русского языка

The purpose of the research is to substantiate from a theoretical perspective the model of sociocultural competence formation in foreign military specialists during the preparation course at a military university when learning Russian as a foreign language. The research is novel in that it creates a model of sociocultural competence formation in foreign military specialists, which is built on a level-based approach to teaching the culture of the target language country. The paper describes the organisational and pedagogical conditions of the sociocultural approach to teaching Russian to foreign military personnel, reveals the stages and principles of language teaching as a means of communicating Russian cultural heritage. The content of sociocultural competence can be presented in the form of sociocultural knowledge, experience of communication in Russian, personal attitude to cultural elements, the knowledge of how to use the culture-specific vocabulary of the Russian language in speech in various spheres of communication. As a result, it has been proved that the developed model of sociocultural competence formation in foreign military specialists during the preparation course at a military university is an important foundation for building a methodology for teaching the culture of the Russian language.

The Analysis of the Reading Lesson Conducted in Communicative Language Teaching Method

This reading lesson is based on communicative language teaching principles and students are engaged in a communication focused learning process through pre-reading activity, while reading activity and post-reading activity. Through students’ exposure to these activities, students’ reading for gist, reading for specific information and reading for detail skills could be greatly practiced.

PECULIARITIES OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN PEDAGOGICAL INSTITUTIONS OF PROFESSIONAL PRE-HIGHER EDUCATION

The article deals with the peculiarities of forming foreign language communicative competence in English classes in pedagogical institutions of professional pre-higher education. The term of foreign language communicative competence is presented from the point of view of Ukrainian and foreign authors. The factors that complicate the process of forming foreign language communicative competence are identified. The priority principles of foreign language teaching which have a positive effect on the formation of foreign language communicative competence are described. The article analyzes the key approaches to foreign language teaching (system, activity, competence, contextual, person-oriented, communicative) and substantiates the necessity of their complex application. It focuses on the importance of creating a communicative context in which language material (phonetic, lexical, grammatical) is acquired and all types of speech activities (listening, speaking, reading, writing) are carried out. It emphasizes the advantages of using innovative teaching technologies: gaming, interactive, information and communication, project-based and problem-based learning, learning through discussion and cooperative learning. The teaching methods and techniques used in English classes at the pedagogical college in order to form foreign language communicative competence are characterized, the examples of exercises and tasks are given. It is come to the conclusion about the advisability of following the principles of foreign language teaching, applying effective approaches to teaching, creating a communicative context in classes, implementing innovative technologies and modern teaching methods in the process of forming foreign language communicative competence as an important component of future teachers training in institutions of professional pre-higher education.

VIRTUAL STUDY TOUR IN METHODS OF TEACHING RUSSIAN AS FOREIGN LANGUAGE

Abstract. Introduction. The amplification of methods of teaching foreign languages nowadays is characterized by a high interest in the culturological approach, which involves learning a language as a way of intercultural communication.The main focus in this context is made on the study tour (virtual and real) as a non-traditional form of educational process of foreign students, who study Russian as a foreign language, organization. Purpose. This paper focuses on the methodical, cultural and historical potential of the virtual study tour in the process of teaching Russian as a foreign language. Methods. Some linguistic methods have been used in our research: descriptive, socio-pedagogical, experimental, and a group discussion method. Results. Virtual and real study tours have been examined and described in this scholar article. The paper illustrates that a properly planned and organized study tour develops foreigners’ speaking skills and is aimed at the formation of socio-cultural and communicative competence. The main principles of foreign language teaching (apparency, visualization and accessibility) have been described. Methodical development of virtual tours to the Kyiv Museum is presented in the article. The developed virtual tour is designed for students of the preparatory departments and faculties of higher educational institutions of Ukraine. Сonclusion. It may be noted that the potential of museum pedagogy in the process of teaching foreigners is quite beneficial. The value of museums and historical places is manifested in direct contact with a historical object. The virtual tour of the Kyiv Museum is designed to arouse interest in studying the culture and history of Ukraine and to develop skills of working with lexical units with national-cultural semantics.

Pedagogical Competencies in The Prescribed and Enacted Curriculum for Graduate Students

This case study is aimed to find out far the curriculum in a teacher education institute has integrated these pedagogical competencies in both their prescribed and enacted curriculum using the Actor Network Theory (ANT). ANT is applied in this research to see the network formed in both the prescribed and enacted curriculum so as to find out how students master the pedagogical competencies in the coursenet of three investigated courses, namely Principles of English Language Teaching, Teaching Reading and Writing, and Teaching Listening and Speaking. Therefore, this research analyzes how the human and nonhuman entities influence each other in both prescribed and enacted curriculum in two perspectives: 1) to what extent are the pedagogical competencies intended for graduate students in TEFL program? 2) to what extent are the pedagogical competencies delivered to the graduate students in TEFL program? The result of the study shows that most pedagogical competencies are delivered in the three investigated courses. Lecturers and students are human entities in the network formed in the courses while the nonhuman entities involved within the network are noises, light, class settings, and class location. Lecturers then become key actors that impact upon the actants–students– to act upon the translation process to master the pedagogical competencies. As for the non-human entities, they influence the learning atmosphere in which graduate students in TEFL are situated as they learn to master the pedagogical competencies. The coursenet formed within the three investigated courses have shown that evaluation and improvement need to be done by the education institution to enhance the quality of teachers’ education curriculum

The Distinguishing Characteristic of Task-based Language Assessment

Since its advent, the principles of Task-Based Language Teaching have been extended to assessment giving rise to Task-Based Language Assessment. Despite the growing body of research on the efficacy of Task-Based Language Teaching in instruction, the application of the assessment based on the tenets of Task-Based Language Teaching has been mainly neglected in some studies owing to their lack of use of Task-Based Language Assessment to measure the effectiveness of Task-Based Language Teaching (viz., Li, et al., 2016). The present study emphasizes the importance of Task-Based Language Assessment and highlights the feature that distinguishes this type of assessment from other assessments. The study concludes that while the performance-referenced feature of Task-Based Language Assessment is an essential characteristic thereof, it is, in fact, the holistic and direct feature of Task-Based Language Assessment that distinguishes it from other assessments. The more the assessment measure is incorporated in the performance of assessment tasks, the more the assessment tasks are based on the tenets of Task-Based Language Assessment. Therefore, the holistic and contextualized assessment tasks improve the confidence with which language teachers could generalize the results of the assessment tasks to real-life situations.

Adoption of TBLT at a primary school in Vietnam: A case study

This case study provides an account of how a Vietnamese primary school teacher carried out the task-based versions of the presentation, practice and production (PPP) speaking lessons in an authentic primary school classroom. Data were collected from digital recordings of the lessons, semi-structured interviews, and field notes. Detailed descriptions were made of each of the phases of the videoed lesson and then compared with the field notes. The interview data were analysed manually following an inductive approach to data analysis. The results indicated that the teacher and her students successfully carried out the two redesigned PPP speaking lessons in her normally scheduled classroom. The results point to the feasibility of redesigning the PPP lessons to reflect task-based language teaching (TBLT) principles and of implementing the task-based versions of the PPP speaking lessons in real classrooms.

Exploring Curriculum Alignment through Syllabus Document Analysis: From National Language Policy to Local ELT Practice

Effective syllabus document design hinges on an alignment between learning objectives, teaching principles and curricular policy. Much of the work on syllabus design in the English Language Teaching (ELT) context focuses on the implementation of language teaching principles, such as those from the Communication Language Teaching (CLT) approach. Limited attention has been paid to this alignment, which is pivotal for ensuring the coherence and consistency between the intended outcomes, content selection and organisation, and assessment tasks. Employing qualitative document analysis (QDA), this study identifies the core syllabus elements and their alignment with current teaching approaches in twelve, localised ELT syllabuses. Utilising elements from Richards and Rodgers’ (2014) methods analysis and Nunan’s (1988) syllabus design, the analysis demonstrates that while CLT principles have been incorporated into the syllabuses, misalignments remain, such as those between intended objectives and assessment tasks. This paper offers an analytic framework to guide teachers in designing a more closely aligned syllabus and making visible its connections.

TEACHING ENGLISH IN SECONDARY SCHOOL: APPROACHES, METHODS, AND TECHNIQUES

Teaching English in secondary schools is important to give primary knowledge of English to students. Teachers need to know what the students are needed in learning English so that teachers can apply appropriate techniques in teaching. Yet, since this is the era of industrial revolution 4.0, many teachers are still blurred with beliefs and principles of language teaching so that teachers’ intervention in providing the fruitful materials and the novel techniques are usually scarcely to be found in their instruction. This study is aimed to describe the approaches, methods, and techniques applied by teachers of secondary schools in Tanjung, Tabalong when teaching English in class. This study employed qualitative case study methodology which produces descriptive data. There were 30 teachers as the participants in this research. The data were collected by using interview and a questionnaire. The result of the research shows that even some of the teachers are using materials outside of the textbook, methods and techniques of teaching English in secondary schools still do not based on demanded approaches so that the face of English teaching has the struggling to find its look in pursuing the goal of communicative competence.

L1 Use and L2 Vocabulary Retention: Help or Hindrance?

Although exclusive use of the second language has long been considered as an important principle of second language teaching and the learners’ first language has been suggested to have very limited role to play, recent studies have shown a different view that the L1 should be used as a tool to facilitate learners’ second language learning. The present study investigated L1 use in the area of English vocabulary teaching by examining nine Chinese EFL learners who were at different proficiency levels. The findings showed that the use of Mandarin Chinese led to better immediate and lasting retention of the vocabulary they have learnt and that it benefited both lower-proficiency and higher-proficiency learners. The study also offers some implications for Chinese EFL teachers and suggests that the implementation of the English-only policy in the EFL classroom should be reexamined.

Research on Second Language Acquisition and Foreign Language Teaching Based on Individual Differences of Learners

This article explains the connection and influence of individual differences and second language acquisition: individual learner differences have an important impact on the second language acquisition process, and improving and optimizing individual differences can help improve second language acquisition performance; the teaching process of educators is related to the second language acquisition process. The teaching strategy is linked to the learner's second language acquisition process, and it has a close influence on their acquisition performance. Based on individual learner differences, the education department should effectively reform the current foreign language education evaluation system and curriculum setting system, establish a “teaching evaluation system based on individual student differences”, and set up courses suitable for different learners based on the characteristics of individual learners System, teach students in accordance with their aptitude, and effectively improve the level and quality of foreign language teaching. Second language acquisition is a dynamic and complex system engineering. Although there are countless factors involved, they can basically be divided into four categories: individual learner differences, learning process and psychological mechanism, and the types of native language and target language. Differences and migration, social culture and environment. Based on the theoretical models and the results of empirical research in the study of second language acquisition, this article analyzes the role of these factors in the process of second language acquisition and its rationale, and on this basis, puts forward ten principles of foreign language teaching and teaching practice. Suggestions.

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

‘Do as WE Do’: Teaching World Englishes in a General English Course to Thai Students

The spread of English throughout the world has led to the language acquiring the status of an international language and has also led to the emergence of many varieties of English in different parts of the world, commonly referred to as world Englishes (WE). In this regard, WE advocates are making efforts to raise awareness of English diversity and have highlighted the need for learners and educators to develop positive attitudes toward such diversity. In order to promote greater awareness and more positive attitudes in language-learning classrooms, various WE-informed pedagogical principles for language teaching have been developed by WE practitioner-researchers. However, research building on the growing body of reports on English language teaching (ELT) classroom innovation and how to better share such innovation in practice remains scarce in some under-researched contexts, such as Thai classrooms. Consequently, the present study aims to address a gap by offering a practical example of how to incorporate WE into an English language learning course for university students in the English as a foreign language context. To further justify its significance, the study also shares the written reflections of students on their experiences with WE-oriented learning activities. These reflections revealed positive attitudes toward linguistic diversity and their improved understanding of the sociolinguistic reality of English after taking part in the innovative WE-oriented learning activities. The present study showcases innovative classroom practice that differs completely from the traditional classroom in terms of its particular focus on raising the awareness of WE, and it is also hoped that such classroom practice may provide some guidance for the further implementation of WE in other ELT contexts.

Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion

Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.

Critical thinking in teaching and learning English for Vietnamese students: The case of textbook Life Pre-Intermediate (Vietnam edition

To improve the effectiveness of English teaching and learning, it is necessary for learners to develop critical thinking skills. Despite being a common-used skill of students worldwide, it has not been effectively acquired by Vietnamese students when using English textbooks as Life Pre-Intermediate (Vietnam edition). Using the methodological triangulation, we set the task of helping English learners and their teachers in conceiving, designing, implementing and operating critical thinking construction in the textbook, and in relevance to their background knowledge. The results of a survey of freshmen at Vinh University show that the participants' capacity of critical thinking, their embodied experience and learning methods are rather far from what the textbook requires. Therefore, the essential way to learning and teaching English as a second language with Life Pre-Intermediate is to re-recognize and adhere to the principles of foreign language teaching and learning, and that teachers need to play the role of advisors.

SCHOOL DICTIONARY FOR TEACHING ARABIC TO NON-NATIVE SPEAKERS AT BASIC LEVELS IN MALI

School dictionary is one of the tools for language teaching to foreigners. It provides the foreign learner with linguistic vocabulary along with its etymological, social and figurative meanings. It develops his communication skills, especially if the dictionary is designed for foreigners, written according to the standards and principles of language teaching to non-native speakers; it contains words that correspond to the age and age group, and to the objectives of Arabic language teaching. These words feature social and cultural meanings, general information, local and Arabic civilizational expressions. The dictionary has structures, expressions and words that meet the linguistic, cultural and scientific needs of learners suitable for their age, cultural and scientific level.

Linguodidactic correctness as a principle of foreign language teaching

Necessity to proceed to teaching foreign languages on a scientific basis and not to separate the linguistic aspect from the pedagogical and psychological was emphasized by the linguists in the last century. H. E. Palmer theoretically developed this requirement by introducing the term "principles of linguistic pedagogy" into scientific usage.The article analyses a problem that has become especially actual in modern linguodidactics, namely: the need to justify and adhere to the position that the language is described not "in itself and for itself", but taking into consideration the fact that its description should meet the obligatory needs of teaching language as means of transmitting information.The pedagogical approach to language makes the linguists admit that the structure of the language differs from other structures. First, it is an active dynamic model ("meaning – text"); secondly, it has several levels, and the most profound is fundamental. The following is the level of intentions, which is indirectly correlated with the level of meanings of words. Third, the action of the model is related to the direction of speech communication and the correctness of what is expressed in the speech utterance.An essential feature of modern pedagogical linguistics is to take into account the peculiarities of linguistic communication, which are manifested, in particular, in the correct usage of expressing means of the foreign language tools necessary for adequate exchange of ideas in the communication process.The article has clarified the following types of correctness: correctness usage of language behaviour, correct use of lexical units, correctness of syntactic forms, communicative correctness, semantic correctness, pragmatic correctness, and also defines the relationship between the concepts of correctness and speech etiquette.In general, the description of correctness in speech behaviour was performed within the framework of pedagogical tasks. For the first time, correctness has been studied as a deep principle of interaction of didactic laws with structural elements of language, which may have practical value for the development of innovative methods of teaching a foreign language.

Which aspects of their practice do modern languages teachers in England’s secondary schools say they want to develop?

ABSTRACT This study draws on teacher perception data gathered from 65 secondary school modern languages (L2) teachers in South-East England. Data were collected via four iterations of an online questionnaire and follow-up interviews with six heads of department. This paper reports respondents’ perceived strengths and development needs in relation to their classroom practice, including: L2 teachers’ sense of self-efficacy for classroom teaching and the stability of this self-assessment over the course of an academic year; the extent to which teachers felt that their classroom practices aligned with research-informed understandings about how languages are learned; teachers’ self-identified priorities for further development; and their reasons for these choices. The L2 teachers in this study reported generally strong self-efficacy scores for teaching, although scores for self-efficacy in fostering pupil engagement tended to be lower. A gap was found between teachers’ endorsement of research-informed language teaching principles and their enactment of these principles in their classrooms. Many teachers reported that they would value support in developing their pupils’ spoken use of the L2. Teachers highlighted spontaneity and fluency as the key speaking skills in need of development, and these priorities were highlighted by teachers at all schools and at all stages of their career.

The implementation of principles of foreign language teaching in designing a coursebook for university medical students

The paper deals with the issues of designing an English language coursebook for university medical students. The coursebook has a dominant role in education as the main means of transferring knowledge. The problems related to design criteria for a manual and its functions have been investigated by both Ukrainian and foreign scientists. The topicality of the research is specified and predetermined by the need to develop a methodological basis for designing an English language coursebook for university medical students. The object of the research is a unit structure for an English coursebook for first-year medical students. The aim of the work is to present a methodological basis for designing a syllabus of an English course for first-year medical students, to substantiate the implementation of the principles of foreign language teaching in the creation of a coursebook, the main aim of which is the formation of communicative competence with the help of a system of pre-textual, textual and post-textual exercises. The presentation of the main material. The goal of studying the discipline “The English language” is to form professionally-oriented communicative competence of the students based on studying some English content involving medical terminology and lexis of systems of the human body. The syllabus comprises the following topics: the structure of the human body, the musculoskeletal system, cardiovascular system, lymphatic system and immunity, nervous system, digestive system, respiratory system, urinary system, reproductive system, and the endocrine system. The tasks for each topic involve doing drills, listening to and reading authentic medical texts, watching videos, and doing exercises for self-studies. Conclusion. The authors have concluded that the efficiency of forming the communicative competence of medical students depends on following a certain sequence of (pre-textual, textual, and post-textual) tasks and principles of foreign language teaching in designing units of the coursebook. The researchers have substantiated the necessity of being guided by the didactic and methodological principles in designing a syllabus and coursebook. The authors have analyzed the structure and construction of the units. Having been guided by the current requirements for a task design defined by the prominent Ukrainian methodologists, the researchers have presented a system of tasks that develop language and speech competences in reading, writing, listening, and speaking for medical students while studying the body systems. The perspectives of further research will embrace the creation of an English coursebook for second-year students of medical universities and medical faculties of universities. It will include the description of the diseases of the human body systems studied during the first year.

WHO IS AFRAID OF GENDER?: STUDENTS’ RESISTANCE TO CRITICAL LANGUAGE TEACHING IN REACTIONARY TIMES

This article reports on an action-research conducted by a teacher-researcher with a group of 20 high school students taking the English subject in a federal school in Southern Brazil. Based on the principles of both Task-based language teaching and Critical Pedagogy, critical tasks focusing on gender in the world of work were designed and implemented by the teacher-researcher. Data was collected through students’ questionnaires and interviews, and my self-report diaries. The thematic analysis of the data revealed students’ resistance to the theme approached in the critical tasks. The study points out that students’ opposition to critical reflection seems to be connected to the fact that critical classes deviate from their expectations of what teaching is, since critical teaching moves away from the traditional banking education. A critical understanding of students’ contexts (including the macro sociopolitical scenario) is necessary so that rejection may become resistance towards freedom and social justice.