Foreign Language Teaching Methodology Research Articles

영어교육 위기 상황에서의 융합 영어영문학의 역할

This study aims to offer how English language education based on English literary works (including children's literature) can respond more actively to the current crisis in which 'Korean-style' English language education is heading towards collapse. This study also aims to help English language instructors and scholars themselves understand the pedagogical, ethical, and political aspects of their teaching and research so that learning should be at the heart of all transformative actions against the crisis in the way that English language education can help EFL learners acquire a strong sense of agency, practice critical thinking, and respond to and initiate changes against the crisis. This study 1) critically reflects on the communicative approach that has long dominated our English language teaching and learning; 2) examines the hybridity and non-convergence of the various foreign language teaching and learning principles and methodologies introduced so far and attempts to develop new convergent English language teaching principles, directions, and methodologies with a humanistic approach as the centerpiece; and finally, 3) explores the necessity, importance, and methodology of shifting to content-competence- based English language teaching. It is hoped that these efforts can be integrated to overcome the gap between English language teaching practices and the world outside the classroom, thus helping overcome the current crisis in English language education from within and outside.

Motivational tasks in teaching Ukrainian as a foreign language

The paper deals with the issue of foreign language teaching methodology. It presents a question of motivating foreign students to intensify their speech activity while learning the Ukrainian language. The author’s principal focus is on the role of motivational tasks in the formation of foreign-language communicative competence, as well as in building professional and social skills by a foreign audience. Results of the conducted research confirmed the usefulness of creating such motivational tasks, based on cross-cultural sources, for foreign students of humanities. Said motivational tasks include open-type creative assignments that are based on the previously received phonetic, lexical and grammar skills and encourage learners to speak out using the Ukrainian language. This article provides models of communication situations, role-playing games, presentations, discussions, projects and some other creative oral and written exercises based on materials about life in Kyiv. The conclusions on the results of the integration of these tasks into the educational process are subsequently presented.

Improvement of Foreign Language Teaching Methodology Through Modern Pedagogical Approaches

The role of modern pedagogical technologies in the field of education is discussed in this article. How education is developing step by step in keeping with the times, as well as the analysis of current problems and shortcomings of the foreign language teaching methodology is highlighted.

A Brief Discussion on the Application of Situational Language Teaching under the Three Noval Backgrounds

Great changes have taken place in foreign language teaching methodology over these years due to the changes of language teaching’s goals and concepts or the development of technologies. As we know, our ultimate teaching goal is to help students become a whole person. Despite the popularity and dominance of communicative language teaching and task-based language teaching in these days, situational language teaching is still implemented by teachers for various education levels to achieve teaching objectives. Even though these days considerable scholars hold a sharp criticism on this teaching method, situational language teaching still has its potential educational value to facilitate language teaching. Faced with three new challenges: new curriculum, new textbooks and new college entrance examination, teachers should explore how to utilize this method to adapt to the requirement of modern language teaching. This paper follows six parts to briefly demonstrate the present author’s comprehension about situational language teaching. The first part is a brief introduction including the background, definition and distinctive features of situational language teaching. The second part is some classic literature review from home and abroad. Next part, opinions on this method will be given and followed by demonstrating the application of this method. The last part is about some pedagogical implications.

DISCOURSE ANALYSIS OF LEGAL TERMS IN ENGLISH

The article analyzes the linguodidactic basis of teaching terms to students. The methodology of foreign language teaching is an integral part of linguodidactics, and the importance of taking into account their linguistic features when teaching terms is discussed in the article.

MODERN METHODS IN FOREIGN LANGUAGE TEACHING METHODOLOGY

Foreign language teaching has evolved significantly over the years, with educators constantly seeking innovative and effective methods to enhance language acquisition. This article explores the modern approaches utilized in foreign language teaching methodology, with a focus on the use of transition words, active voice, diverse sentence structures, and effective paragraph organization.

Operationalising Pluriliteracies in a Lesson Planning Tool for Vocational CLIL Teachers

Whilst researchers agree that the integration of content and language goals is the operative principle behind any successful CLIL programme, there is an ongoing debate over how we can best conceptualise this integration for practical use. A promising way of integrating content and language goals in CLIL teaching is foregrounding the subject/pluriliteracies skills relevant to the respective CLIL subjects, and using them as a guide to offer targeted language support and multimodal scaffolding measures. Yet the content teachers typically involved in CLIL programmes in Austria are seldom trained in subject literacy education or foreign language teaching methodology, which makes the task of translating a content and language integrated model into CLIL practice especially demanding. This becomes even more challenging at Austrian technical colleges, where CLIL programmes typically focus on highly specialised technical content subjects in which cognitive demand is high in terms of both content and language. To support teachers at technical colleges in implementing an integrated CLIL model, this project aims at developing a CLIL lesson planning tool that operationalises subject literacy for the context of technical colleges. Following a design-based research (DBR) approach, the tool is designed in collaboration with two novice CLIL teachers and tested in their respective subjects recycling technology and control engineering. Both the process and the outcome of this project offer new insights into CLIL lesson planning and vocational CLIL in general. The lesson planning tool itself holds the potential to improve CLIL practice in the often-neglected context of vocational CLIL, thus bridging the gap between theory and practice.

TRANSLATION IN LANGUAGE LEARNING AND TEACHING: FROM A SUB ROSA PRACTICE INTO A BEDROCK OF GLOBAL EDUCATION POLICY

Ever since the Grammar Translation Method has been outlawed in mainstream language education policy, translation as a tool for language learning and teaching has been ostracized for a variety of reasons other than pedagogical. However, with the currently growing multilingualism and multiculturalism, there is an ideal opportunity to engage in true cultural dialog and democratic citizenship. The translation is justifiably an essential step in the process of global identity construction. Today, the Common European Framework of Reference for Languages with its Companion Volume with New Descriptors for Mediation provides a blueprint for installing mediation as a proxy for translation in the learning and teaching of English as a foreign language. In this regard, mediation is conceived of as a set of translatorial skills that are highly required by today's world citizens in day-to-day life situations. Therefore, the foreign language classroom has to provide for the development of language learners as social agents whose mission is to establish and maintain communication across linguistic and cultural barriers. Within this perspective, this paper joins the initiative to close the conceptual, theoretical, and methodological divide between translation studies and foreign language learning and teaching methodologies. In doing so, it purports to reassess the validity of translation as a pedagogical activity in the foreign language classroom in light of the mediation descriptors provided by the Council of Europe in the Common European Framework of Reference for Languages (CEFRL).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>

Pedagogy and philanthropy by the call of the soul: Interview with O. V. Matvienko

A conversation between a postgraduate student of the Department of Pedagogy and Methodology of Foreign Language Teaching O. V. Yashchuk with prof,Doctor of Pedagogical Sciences, Corresponding Member of the National Academy of Pedagogical Sciences of Ukraine, Honoured Worker of Education of Ukraine O. V. Matvienko

IMPROVING THE METHODOLOGY OF FOREIGN LANGUAGE TEACHING THROUGH MODERN PEDAGOGICAL APPROACHES

IMPROVING THE METHODOLOGY OF FOREIGN LANGUAGE TEACHING THROUGH MODERN PEDAGOGICAL APPROACHES

Technological learning resources to develop A1 students English reading skills

Some problems that have arisen after not knowing how to correctly use technological tools to develop reading skills in the English language have been technical difficulties, since students may face technical problems when using technological resources, such as connection problems to Internet, errors in incompatible software or mobile. devices. Therefore, the objective of the research was to implement a technological tool for the development of the reading competence of the English language in the students of the A1 level of the Instituto Superior Tecnológico Cotopaxi. In this research work, a mixed research approach has been used under a multi-method premise, where quantitative and qualitative approaches are mixed. Finally, through the Design Thinking design methodology executed with the help of experts and the PPP foreign language teaching methodology explicitly oriented towards the development of reading competence, it was possible to design technological resources based on web tools that allow the English language learner to appropriate the second language with real communication activities in everyday life.

Teaching critical reading of authentic Publicistic texts from the internet editions to pre-service English teachers

The article deals with one of the current problems related to modern foreign language and culture teaching methodology – the development of pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions. Particularly, the notions of critical thinking and critical reading are defined. Various points of view in the psychological and pedagogical literature concerning the concept “critical thinking” are described; the key features of critical thinking in the educational dimension are outlined. The attention is focused on theoretical methodological background of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts taken from the Internet editions. The main methodological types of reading are outlined, the peculiarities of critical reading as compared to analytical reading are revealed. The critical reading skills are considered. The main stages of developing critical thinking skills in correlation with building up critical reading skills are characterized. It is substantiated that the potential of authentic publicistic texts from the Internet editions in developing pre-service English teachers’ critical reading skills is considerable. It is determined that the main goal of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions is to expand students’ cognitive skills and competencies to solve social, scientific, practical and professional problems effectively. The article considers the strategies of forming pre-service English teachers’ critical thinking skills on the material of authentic publicistic texts from the Internet editions that are annotating, pre-scanning, contextualization, putting questions, reflexion, outlining and summarizing, evaluating statements, comparing and contrasting of thematically relevant texts, etc. The teaching techniques of developing critical thinking skills in the process of teaching critical reading to pre-service English teachers are offered.

MODERN METHODS IN FOREIGN LANGUAGE TEACHING METHODOLOGY

MODERN METHODS IN FOREIGN LANGUAGE TEACHING METHODOLOGY

Гадаад хэл сургалтын арга зүйн хөгжлийн чиг хандлага

In the article, the author made an analysis on the latest articles about teaching theory and practice. Based on the analysis, she defined the dominant approaches of foreign language teaching methodology development. According to the author, there are following approaches:
 
 Communicative approaches to foreign language teaching. For example, teaching inter-cultural communication
 Develop lingua-cultural personal from all perspectives
 Introduce the innovation technology on foreign language teaching
 Use latest information and communication technology
 Update assessment system of learners’ knowledge, ability and skill
 Qualify foreign language teachers and improve the teacher training system
 Innovate the system to prepare specialists with foreign languages
 Develop and implement national standard to teach the first and second language in the framework of national education standard

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.

Interactive Questioning Technique as an Element of Tutoring Activities in the Methodology of Foreign Language Teaching in Higher Education within the Communicative Approach

Interactive Questioning Technique as an Element of Tutoring Activities in the Methodology of Foreign Language Teaching in Higher Education within the Communicative Approach

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.

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

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.