Foreign Language Teaching Practices Research Articles

FOREIGN LANGUAGE TEACHING AT A NON-LANGUAGE UNIVERSITY: MEDICAL UNIVERSITY EXPERIENCE

Purpose. The main goal of the proposed work is to describe a person-centered systemic hierarchical model of foreign language teaching at a non-linguistic university successfully implemented by teachers of the Department of Foreign Languages at Tver State Medical University. The article presents the main structural features of the model, characterizes its basic components, and substantiates its use in the Russian practice of foreign language teaching. Materials and methods. Theoretical foundations of the study include the analysis of pedagogical and methodological literature on this problem, comparison and generalization. The leading practical method is practice-oriented pedagogical experiment. Results. The main point of the proposed model is person orientation. It is achieved due to the presence of several stages (areas) of studying a foreign language, allowing to satisfy the knowledge needs of the student during their professional development in a higher educational institution; taking into account, firstly, the personal socio-cultural experience of the student, and, secondly, basic school foreign language education, which allows the student to perceive easily (even in their native language) and comprehend the foreign language information; the widespread use of interdisciplinary connections aimed at increasing the motivation of the student’s personality and allowing for the activation of already acquired experience and knowledge; selection of language material: expansion of vocabulary through the introduction of special vocabulary and terminology and limitation of already mastered grammatical structures. Practical implications. The model described can be applied in the practice of foreign language teaching to students at non-linguistic universities.

A Study on Foreign Language Teaching and Intercultural Education in the English Newspaper Course

This paper discusses the blended teaching practice of foreign language teaching and intercultural education in the English newspaper course deploying the reading and writing integrated teaching model. It firstly explores the relationship between intercultural education and reading teaching of English news in Chinese higher education, then expounds the teaching objectives and curriculum design of this course, and also discusses the construction and application of the blended teaching in the context of new media. The study conducts teaching experiments in two classes (control class and experimental class) of English majors in a university in China for one semester (16 weeks), and utilizes questionnaires to gain insights into students’ perspectives on this course. The results show that the reading and writing integrated teaching model in the blended teaching class can better raise students’ learning interest, develop English comprehensive competence, enhance information literacy, promote critical thinking ability and improve the practical competence of intercultural communication.

Integrating Positive Psychology through ESP Learning for Science Classes in Senior High School

This research aims to identify positive psychology through ESP learning in science classes at senior high schools in Indonesia. This study used qualitative method. The data collection method employed interviews and observations to obtain more detailed information regarding the research findings. Three distinct data collection methods involved observation, interview, and questionnaire. The qualitative data analysis method was from data summarization, data presentation, and drawing conclusions. Research instruments used triangulation, which involved interviews, observations, and documentation. Based on the findings, it can be concluded that positive psychology serves as a connection or link between humanism and transpersonal. The concept of developing personality potential is evident in Positive Psychology, which also incorporates transcendence as one of its virtues, particularly in relation to spirituality and meaningfulness. The ESP learning concept can enable students to actively participate in foreign language teaching practices in the natural science learning process.

Critical Period Hypothesis of Second Language Acquisition and Its Implications on the Optimal Starting Age of Foreign Language Teaching in China

There is a widely‐recognized belief held by a vast majority of people to learn a foreign language, that is, “the younger, the better”. However, in the field of SLA, researchers have been debating on the existence of the critical period. This paper firstly introduces what is the critical period hypothesis. Then, this paper summarizes the controversies about the critical period of SLA among different scholars at home and abroad. Finally, according to the different research results at home and abroad and the practice of foreign language teaching in China, this paper puts forward some enlightenment of the critical period hypothesis for SLA to the optimal starting age of foreign language teaching in China.

Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers

AbstractThe scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out‐of‐field or multi‐subject instruction raises the need for (re)constructing the identity of multi‐subject generalist teachers (M‐SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M‐SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case‐study approach was employed, and six M‐SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi‐structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M‐SGTs. The study reveals that M‐SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre‐service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M‐SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole‐class teaching and the use of supplementary materials. This paper ends with an important implication.

Applying the ADDIE Model to Optimize Blended Foreign Language Teaching Practice: A Case Study of the 'Sino-Japanese Intercultural Communication' Course

Based on the ADDIE model, this study explores the analysis, design, development, implementation, and evaluation processes of this teaching model in the "Sino-Japanese Intercultural Communication" course. It reveals that the blended learning model has a positive impact on enhancing language skills and meeting learner needs. This research aims to assist learners in improving their understanding of both Chinese and Japanese languages and cultures, foster intercultural communication skills, and provide valuable guidance and insights for the teaching model of the "Sino-Japanese Intercultural Communication" course. Additionally, it offers empirical support for research in the field of blended teaching models in foreign language education.

A RETROSPECTIVE EVALUATION OF GRAMMAR & VOCABULARY TEACHING PRACTICES FOR MORE EFFECTIVE FOREIGN LANGUAGE EDUCATION

As grammar was once perceived to be the essence of language instruction, for many years foreign language teachers have emphasized grammar rules in their English lessons. This practice was first challenged by text linguists who claimed that the context, the mind or achieving meaning are significant factors that need to be considered in language teaching. The second challenge came from researchers who conducted corpus studies. Their findings, based on the analysis of large sizes of corpora, started the ongoing ‘grammar’ or ‘lexis’ debate which is still valid today. This study investigates these two opposing views by providing a historical review of grammar and vocabulary teaching practices in foreign language education. By sharing different views related to the ‘grammar over lexis’ or ‘lexis over grammar’ dilemma, this reflective review discusses that grammar and vocabulary teaching should have equal importance in language classes in light of recent developments in foreign language education. To this end, this article discusses that in this era undertaking a lexico-grammatical approach, which blends grammar and vocabulary teaching with holistic attitudes, is a prerequisite for evidence-based contemporary foreign language teaching practices.

Constructivism in language pedagogy

AbstractThis paper highlights the concept of constructivism that underpins the theory and practice of foreign language teaching. The dominance of this pedagogical movement in the second half of the 20th century and the beginning of the 21st century has been particularly important for the study and understanding of digitally supported forms of learning. Constructivism can provide a response to the analysis and practice of new forms of learning: it is based on the premise that knowledge transfer and the role of the teacher are undergoing intense change. Its implications in the classroom define and influence the pedagogical models and traditions of our time. The paper traces the emergence and dimensions of constructivism in today's digitally infused education, providing a theoretical and literature overview.

Modified EDAS method for spherical fuzzy multiple attribute group decision making and applications to English classroom teaching quality evaluation

Classroom teaching is an important link related to the quality of teaching and talent cultivation. In the implementation of classroom teaching, we should fully attach importance to the main position of students, the role of educational technology and information technology in teaching activities, make use of the latest educational ideas and educational concepts, and combine the actual situation of college English teaching and college English teaching in China, and attach importance to foreign language teaching theories and practices at home and abroad, Establish monitoring indicators and monitoring system for college English teaching quality. Under the guidance of effective monitoring indicators, teachers’ teaching concepts can be updated and improved in real time to achieve better teaching results. At the same time, the quality assurance and monitoring system of college English teaching can be continuously improved to make it more perfect. The English classroom teaching quality evaluation could be deemed as a classic multiple attribute group decision making (MAGDM) problem. Spherical fuzzy sets (SFSs) can excavate the uncertainty and fuzziness in MAGDM more effectively and deeply. This article we first present a novel score function to compare spherical fuzzy numbers (SFNs) more directly and efficiently. Then, on basis of evaluation based on distance from average solution (EDAS), a novel spherical fuzzy EDAS (SF-EDAS) method is built for dealing with MAGDM. Moreover, when the attribute weights are completely unknown, the MEthod based on the Removal Effects of Criteria (MEREC) is extended to spherical fuzzy environment (SFE) to reasonably acquire the attribute weights. Finally, SF-EDAS approach is used for English classroom teaching quality evaluation to prove practicability of the developed method and compare SF-EDAS method with existing methods to further demonstrate its legitimacy and superiority.

Using Byram’s Savoirs to Ensure the Incorporation of Intercultural Communicative Competence into Language Teaching

<em>Although the term “intercultural communicative competence” (ICC) is often used in academic literature, studies indicate that the ICC element is often not included in the actual teaching practices of tertiary institutions. Due to the lack of ICC instruction across the curriculum, foreign language (FL) courses seem to stand out as logical sites for instruction in ICC. FL instructors, however, are not necessarily trained in matters of ICC, and the standard default method of acquiring ICC outside the language class (i.e., study abroad) is clearly not available to all students. In a global society, ICC is relevant for all students. This paper uses Byram’s 1997 savoirs (i.e., competences desirable of the “intercultural speaker”) as a starting point to provide evidence of tried and tested FL teaching practices that reveal ways in which ICC instruction may be incorporated into FL courses even in academic environments in which direct intercultural contact is unlikely. While recognizing the obstacles of teaching ICC in such environments, the study reveals that the inclusion of ICC is not only possible but necessary in them.</em>

The Necessity and Feasibility of Blended Learning Mode in Foreign Language Teaching Practice

With the development of modern information technology, blended learning mode has become a new mode in foreign language teaching in universities, which can effectively solve some problems existing in traditional teaching modes. This article combines the necessity and feasibility study of blended learning mode in foreign language teaching practice, proposes the necessity and feasibility study of blended learning mode in foreign language teaching practice, provides some beneficial ideas for future foreign language teaching reform, and hopes to promote the improvement of foreign language teaching level in Chinese universities.

Immersive technologies and the practice of foreign language teaching for students of computer science specialities

The problem of digital transformation, which arose as a result of global processes of forming a new type of society, is an integral part of professional development at the current stage of human development. This bright trend is also reflected in education, especially during the training of IT students, where old methods of work are no longer relevant, because they do not take into account the needs of today. The traditional didactic paradigm does not form an individual educational trajectory and does not develop the skills of international interaction of future specialists in the labor market. Using the example of an educational program for students of computer specialities, the article proves the effectiveness of digital bilingual education, which differs from traditional forms because its methodological schemes involve the use of a foreign language not only as a tool of the humanitarian cycle, but also as a means by which speciality subjects are taught. In order to develop immersion, that is, a type of digital bilingual education where a large number of subjects are studied in a foreign language, it is necessary to perform a complex task that requires colossal training at various levels – a sufficient informational and material university base and a powerful scientific and methodological potential among professors and teachers stuff. Learning conditions within bilingual programs are implemented mainly in English and require correct planning from the administration, and new forms of preparation for classes from the lecturers. In the educational environment, the use of augmented and virtual reality technologies begins – in order to visualize the educational material, supplement it with visual information materials by reading QR code with smartphones, tablets and other gadgets, increase motivation and interest in learning. An important role is played by the ability to work in tandem (a practice widely used by European educational institutions), as well as the ability to self-educate. It is necessary not only the cooperation of teachers of language disciplines with specialized departments and guarantors of specialities, but also access to the resources of other countries, the creation of a special environment that will promote high-quality teaching, learning and use of the English language.

Research on Corpus-based Foreign Language Teaching in China: A Bibliometric Analysis

Based on the data published in major journals, this study examines the research articles on China's corpus-based foreign language teaching published from 2000 to 2023. In order to thoroughly explore the development status, the number of articles published, the journals involved, keywords, authors, institutions, and research trends are analyzed. It is suggested that corpus-based foreign language teaching research in China has yielded fruitful results, supported by diverse research perspectives, micro and macro research focus, and virtual foreign language teaching practice. At the same time, the study also reveals weaknesses. These include less cooperation among authors and institutions, uneven research resources, and unbalanced development of teachers' information literacy.

From Macro- to Micro-: China’s expectationsfrom the 2030 agenda for sustainable development of higher education and its influence on STEM english reforms

In correspondence with the Declaration released by UNESCO in 2015, on April 22 in 2016 China issued Chinas Position Paper on the Implementation of the 2030 Agenda for Sustainable Development, which acts as a guidance of Chinas education reforms of internationalization and massification since then. The paper evaluates the challenging issues of the further sustainable development of Chinas higher education from both a macroscopical and a microscopical perspective. From a macroscopical perspective, the two challenging issues of achieving the sustainable development have been spotted, followed by urges for microscopical reforming measures in the designs and practice of foreign language teaching in engineering-specialized universities. From a microscopical perspective, the framework of an experimental reforming project in STEM English is designed and developed by teaching practice between 2018 and 2022. Detailed theoretical researches and practical measures are illustrated according to the time sequence of curricular reforms. In conclusion, taking into account the ever-changing global environment, there is an urge for engineering talents with global competency. Such a macro-levelled external urge demands for logical and implementable reforming measures on a micro-level. The reform of converting STEM English into English Information Literacy Curriculum meets the educational requirements in the post-Covid19 era.

The Teaching of Cultural Component among Teachers of English at High Schools in Vietnam

The first purpose of the paper is to explore the actual teaching practice of cultural components in language teaching classrooms in some schools in Hanoi, Vietnam. The second purpose is to better understand the teachers’ perceptions towards the integration of cultural teaching in their foreign language teaching practice. A qualitative research approach was selected to answer the research questions. Five observations were conducted along with semi-structured interviews with teachers who had been interviewed. The findings show that not many activities were employed to teach cultural components in these classes. The cultural features were mainly dealt with through facts, visual images and some brief connotation explanation. However, it was surprisi ng that most teachers believed that the teaching of culture is useful for students in developing their communicative competence.

Bildende Kunst und fremdsprachliches Lernen: (Selbst-)Portraits und ihr besonderes Potenzial für die Entwicklung von Empathiefähigkeit

This article takes an important step towards improving the theory and practice of foreign language teaching with (self-)portraits. It discusses their teaching potential and impact on students’ empathy towards cultural identities. The first part presents the current state of the art of working with pictures in the foreign language classroom. Then, this article approaches paintings from the perspective of arts education and explores avenues through which art can teach students foreign language competences including their ability to empathize with other cultures. Empirical studies which evaluate to what extent art works may contribute to language learning and developing empathy will be considered. This paper highlights current trends in the teaching of visual literacy and introduces the idea of working with (self-)portraits in foreign language education. In addition, it examines how practical learning opportunities can be created by analyzing visual input (here: a self-portrait of the painter Frida Kahlo) and how the students’ creation of their own portraits can be a meaningful tool in the language classroom. By doing so, the interplay of students’ personality traits and foreign language learning while working with fine arts will be discussed.

Strategies for improving lessons in team-teaching: through narrative analysis of English teachers

With a view to improving teaching for students and teachers alike, Associate Professor Nami Sakamoto, Faculty of Global and Regional Studies, Doshisha University, Japan, is conducting research that is focused on teacher narrative and its application to society and the professional development of assistant language teachers (ALTs) and Japanese teachers of English (JTE). In her work, Sakamoto records English classes taught by ALT and JTE pairs working together and subsequently conducts a semi-structured interview with the two teachers after the class, focusing on pre-prepared questions relating to foreign language teaching practice. She then segments, codes, categorises and analyses the data acquired from these interviews. Narratives are an important part of Sakamoto's research as they enable the series of experiences in the classroom to be analysed, ultimately enhancing teachers' understanding of teaching practice and enabling meaningful changes to be made. Sakamoto analyses narratives through interviews with individual teachers. These analyses are then used to further investigate team teaching and solo teaching in class situations. Sakamoto is collaborating with Professor Masayuki Teranishi, University of Hyogo, to extend a narrative approach for a deeper understanding of peoples' lives. Sakamoto is seeking to establish an improved understanding of professional development in language teachers and has succeeded in highlighting the construction of teachers' identities through teaching on the basis of three fundamental factors that work together to support identity building in teachers: cognitive, emotional and collegial awareness.

Professionally-oriented training of students in a communication space of the environmental protection faculty

The purpose of this article is to describe the role of professionally-oriented teaching in the development of dialogical and monological speech in a foreign language of the environmental protection and ecological faculties. The paper presents the main types of work with professionally-oriented text of the environmental protection and ecological themes, describes the types of exercises and methods of working with the text, and the advantages of using professionally-oriented texts of the environmental protection and ecological themes at the lessons in non-lingual educational institution. The use of texts of the environmental protection and ecological themes practices the skills of oral and written speech in a foreign language. The work with professional texts of the environmental protection and ecological themes adds to the vocabulary of the students. In the article, the authors proposed the types of work with the text in the classroom in the most interesting form. Reading professionally-oriented texts involves understanding and extracting information. Learning a foreign language in non-lingual educational institution is an interesting and exciting activity. Reading and understanding professionally-oriented texts of the environmental protection and ecological themes in a foreign language develops cognitive and communicative activities of students. In this paper, the authors proposed the most interesting exercises with texts. The presented work is devoted to the advantages of using texts in teaching students a foreign language in non-lingual educational institution. The article presents and describes the examples of texts application in the practice of foreign language teaching

The use of ICT in teaching English for professional purposes to мaster’s students

The article highlights the issue of teaching English for professional purposes to master’s degree students. It is noted that graduate students, who are usually the part-time or distance education students, can be defined as adult learners because of their «non-traditional» students’ characteristics connected with their age or social roles. Therefore, they require a specific organization of the educational process and special teaching strategies. Modern information and communication technologies are of particular importance in adult education, as they stimulate independent learning and help to increase students’ motivation. One of the popular strategies that are widely used in foreign language teaching practice is the multisensory strategy, which is based on five basic human senses. It means taking into account the student’s peculiarities in perceiving and processing information coming from the environment. Based on this, students can be conditionally divided by their preferred learning style into visual, kinesthetic, and audial learners. Knowing the learning style of each student, the teacher can use a variety of mobile applications, which influence the speed and efficiency of students’ learning and increase the effectiveness of learning English for further usage in a chosen professional field. Mobile applications in teaching EPP help the student to independently determine the amount of information that they will learn in one class, create a list of words that they want to know, listen to native speakers’ talks or see the rules on the screen with their explanations and examples. The analysis of modern mobile applications used for learning English allows us to conclude that mobile applications is an effective tool for implementing multisensory strategy in the process of teaching EPP to adult learners. A qualitative revision of the content and teaching technologies is necessary, taking into account the characteristics of adult learners, their goals and learning context. Keywords: adult learners, information and communication technologies, English for Professional Purposes (EPP), teaching strategy.

Issues of English Teaching Practices and Their Implications for Teaching Strategies

Foreign language education in China has evolved significantly in response to the economic, political and cultural changes in China - Chinese foreign language education has entered a new era. There is no shortage of old and new problems presented in the process of foreign language teaching practice. The problems can be divided into three categories: those of language application, those of combining theoretical and practical methods, and those of evaluating the effectiveness of methods and models. Although instructional strategies do not solve all problems, they provide ideas for teaching practices that go a long way toward avoiding problems and bringing positive results to the entire teaching system