Problems Of Language Teaching Research Articles

Digital Literacy Through Teaching English Tourism Supporting Independent Campus Learning Curriculum in Applied Linguistic Studies

The implementation of the Independent Campus Learning Curriculum Merdeka Belajar Kampus Merdeka (MBKM) which was initiated by the Indonesian Ministry of Education, Culture, Research and Technology. This curriculum emphasizes flexibility, independent learning, and the relevance of education to the world of work. Applied Linguistic Studies in English Language and Digital Literacy Teaching, Applied linguistics focuses on the application of linguistic theories and methods to solve practical problems in language teaching. The majority of students feel confident in their ability to use digital technology and English in professional contexts. The industry also recognizes students' readiness to enter the world of work with relevant skills. This research produces recommendations (a) Need more practice writing digital content and professional reports in English. (b) Expansion of technology-based projects to strengthen students' digital literacy. (c) Conducting regular evaluations of the curriculum and teaching methods to ensure their relevance and effectiveness. Keywords: Digital Literacy, MBKM, Applied Linguistic, English Tourism

TURKIC-RUSSIAN LANGUAGE INTERSECTIONS AND THEIR CONSIDERATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE (THE RESULTS OF WORKING WITH TURKMEN STUDENTS)

Purpose. In the article based on the author’s many years of experience of working with foreign students she aims at the analysis of a block of issues related to language unions and the functioning of languages in the modern world, which is methodologically significant in the process of teaching Russian as a foreign language. The objects of study are the similarities between two structurally different language families; the indicators of this specificity in language consciousness; the questionnaire data of 500 foreign students in the process of teaching a linguistic course of language theory. Method and methodology of the work. A number of methods are used in it, the main of which is the general descriptive one. It also includes such methods as comparative, functional, stylistic analyses and partially a quantitative one. Results of the research. It allowed to find out and systematize universal characteristics of the Turkic and Russian languages which are manifested in the modern period of integration of peoples. It also presents the results of the questionnaire of Turkmen students in the course of teaching of academic disciplines with subsequent analytical survey of the questionnaire data; it covers the problems of language teaching of Turkmen students and gives a number of methods of working with students. Practical implications. The results of the research can be implemented in teaching such academic disciplines as language theory, comparative linguistics and cultural studies.

In Soviet educational greenhouses: on the problem of language teaching to the Bukharan–Jewish children of Uzbekistan, 1917–47

ABSTRACT In this article we will consider the language policy the Soviet authorities directed toward the Bukharan Jews in Uzbekistan. These reforms were carried out in several stages. Initially, traditional Hebrew education was banned in favour of the Judeo-Tajik language. Then, in the late 1930s, it was the turn of the ban in favour of the Russian, Tajik and Uzbek languages. At the same time, the national schools of the Bukharan Jews were liquidated. All this, as well as the alphabet of education, changed twice in the 1930s, harmed the level of education of Bukharan Jews. As a result, many Bukharan–Jewish children could not handle the language innovations and began to study worse or even stopped attending public schools. Concerned about this, the authorities were forced to temporarily restore Bukharan–Jewish schools and classes with Judeo-Tajik or Tajik language instruction in the mid-1940s. This history shows that the Soviet authorities carefully monitored the reaction of the population and were able to show flexibility in matters that were not points of principle.

Bilingual education and second language teaching problems in the education systemsystem

Language and education are inseparable twins. Language, as an important tool in all areas of life, has a great impact. It is the backbone of the educational process, and plays an important role in the development of general knowledge on language and general knowledge of students as well. If we exclude language from the educational process, education will be paralyzed, and education as an important field has a great role in building all the other areas of life, how to deal with language and education ,needs attention to careful decisions, wise decisions, appropriate policies and plans, learning second language education before the age of 10-12 years, there are a number of educational, psychological, social, language, etc. problems., psychological, social, linguistic and other problems, however, learning and teaching a foreign language has particular importance, however, should be directed and supervised, at the appropriate age and time, and used in accordance with appropriate language and educational plans and policies, the negative effects must not exceed the benefits nor should they have a negative impact on the mother tongue.

Eight Javanese teaching issues and its possible solutions: A systematic literature review

Previous research to diagnose problems in Javanese language teaching was not well organized. As a result, there was no adequate formulation of recommendations for educational policies. This research was conducted to overcome this weakness. Thus the objectives of this research were: (a) to reveal trends in Javanese language teaching problems in the last 10 years, (b) to explain the causes of these problems, and (c) to develop recommendations for solving the problems. Using literature review design, this research examines 32 empirical studies on the problem of teaching Javanese. The literature that meets the criteria is analyzed thematically-qualitatively. The findings of this research reveal three categories of problems, namely: managerial, individual-social, and instructional. By tracing the sequences, the causes of the series of trouble are the managerial problem, such as curriculum design, teacher competencies, and the quality of teaching materials. Curriculum design issues, for example, affect minimum standards of achievement. Likewise, the problem of teacher competence affects the use of methods and media selection, which has an impact on motivation, attention, and learning achievement. This prevalence occurred in almost all research locations (Central Java, Special Region of Yogyakarta, and East Java). Especially in Central Java and East Java, individual-social issues are also very influential concerning students' dialect, culture, and ethnicity. In conclusion, complexity of Javanese teaching issues in the last 10 years come from managerial aspect. As part of the conclusion, this research presents academic contribution for scholars and stakeholders by proposing four eligible recommendations related to the development of teacher competencies and the granting of authority to developers of teaching materials (and curriculum) at a lower level.

Izazovi nastavnika u radu sa decom migrantima

Educating refugee children is a demanding process, as teachers must have special knowledge, skills and attitudes. In Greece, many efforts have been made to educate refugee children by creating refugee reception and integration classes in schools and recruiting temporary staff. Still, teachers face various problems in language teaching and children's integration into the school environment. The purpose of this study is to identify the challenges and difficulties faced by teachers who teach refugee students and to explore their intercultural competence and readiness. Eight interviews were conducted for the research. The results show that participants face many problems due to a lack of training material, tools and resources. The characteristics of refugee children slow down the educational process, while the unpreparedness and inadequacy of teachers in intercultural education complicate the situation. However, the education of refugees can be improved, provided that the intercultural education of teachers is enriched and appropriate educational material (school books, guides, toolkits) is provided.

Nauczanie (o) składni a kompetencja językowo-komunikacyjna uczniów z ASD

The aim of the article is to point out the deeper problem of language teaching — teaching school grammar (on the example of syntax), which is associated more with teaching about the language than the language itself. In the current core curriculum, language teaching is not connected to communicative competence — the ability to create oral and written statements. It has caused the regression in Polish language didactics and the return to the discussion of teaching language or/and teaching about the language in modern primary school. Subjective, functional, and communicative approach in teaching language is really important when teaching children with Autism Spectrum Disorder, and that is why the current system-normative approach in school discourse should be reflected upon. If the subjectiveness and individualisation of teaching as well as special educational needs and abilities of students with ASD are considered in this reflection, the conclusion emerges — the need to remodel the method of organising the language teaching process.

Thoughts on the Application of Virtual Simulation Technology in Police English Teaching

The rapid development of information technology in the 21st century has provided an effective way for virtual simulation technology to be used in police English teaching. It has a good development prospect and use value. It not only affects the effectiveness of police English learning, but also solves the problem of language teaching for language The basic needs of the context provide useful guidance for police English course education and teaching practice activities.

Regional Language Learning in Regional Multilingual Classes: Problems and Handling

Local languages are a part of the national education curriculum that is taught in schools. In its process, the curriculum of local language teaching and learning still faces various problems that hinder achieving the intended goals. One of the problems is the multicultural classroom. Teaching one particular local language in a multicultural classroom (Buginese, Javanese, Torajan, Makassarese, Mandarese, Bimanese, etc.) means dealing with several different local languages because different cultures will certainly have different local languages. The design of this research was a case study using a qualitative approach to understand the problems of language teaching in multicultural classrooms and formulate solutions for handling them. The results showed that, in this case, local language teaching and learning encountered various problems. The case study on the teaching of Makassarese language as a local language in Gowa, South Sulawesi at the primary school level indicated that it faced various problems in terms of process and goal achievement due to multicultural classroom conditions. The problems are included as follows. Firstly, the learning process does not go well due to limited classroom interactions. Secondly, the domination of the learning process occurs in the classroom by students with a culture that is in line with the local language being taught. Thirdly, the evaluation process is not balanced so that it creates an imbalance in the description of students' learning development. Based on these problems, the solution is by strengthening teachers' understanding and perceptions in teaching on classroom dynamics and diversity, designing learning classroom management with balanced interactions, integrating learning processes between students using a collaborative model, and designing a balanced evaluation.

Mobility of Scholars, Expansion of Linguistic / Cognitive Space, and Translation. Asian Education in Modern Time. Presentation

Taking modern time into historical considerations, the era from the mid-19thcentury to the end of the 20th century was full of heterogeneous facts and events, including the two World Wars. Of such diverse national histories, movement of people crossing borders was common to a greater extent for Asians. In this special edition, v. 7, n. 2 (2020), the editors choose first the mobility of students as a common trend in history. The second commonality is the problems of language teaching. Japan introduced modern knowledge and skills from Europe and America. It was urgent to acquire languages of European people so that they might understand European thought and institutions as correctly as possible. Another question addressed in this Special Issue is what kind of translation there could be between nations. This kind of question reminds us of a common task for the Asians to establish their national languages. Mutual dialogue between different nations should require either common language or translation. The translation must cover not only vocabulary but concept and way of thinking. Special attention is paid too to the question of the types of tertiary education institutions which were modified into plural forms, and their curriculum and teaching styles were also re-directed towards capabilities adaptable to market needs.

Investigating the Effect of Using Educational Podcasts on Listening Comprehension of Language Learners

The aim of this study was to investigate the effect of using educational podcasts on listening comprehension of male language learners in Tehran. The statistical population of the present study consisted of all male language learners of Tehran language colleges who were studying in the academic year 2020-2019. The present study sample consisted of two target languages that were selected purposefully. There were 60 samples, of which 30 were in the control group and 30 in the experimental group. The type of research was quantitative and quasi-experimental with pre-test-post-test design with control group. To understand the required data, a researcher-made audit comprehension test was used. It was used to analyze the obtained data using SPSS software. The results showed that the use of educational podcasts is significantly more effective in increasing the listening comprehension skills of language learners of language schools F = 165/001 than the usual method. Based on the results, it is recommended to use educational podcasts in teaching audio-visual comprehension of learners, which is one of the main problems in language teaching.

Using Kahoot as a skill improvement technique in pronunciation

Pronunciation is one of the main problems in language teaching and learning and it gets little attention. Most of students underestimate the importance of pronunciation considering that pronunciation is less important than other aspects of language. Many researchers investigated the weakness of pronunciation among students in all stages. However, there is still a strong need to develop pronunciation of foreign language students. This study aims to investigate the effectiveness of using Kahoot application for developing EFL pronunciation and conducted with second year students at advanced level from Translation and Interpretation Department at Selcuk University in Turkey. A diagnostic test provided in a pronunciation course material was used in order to determine mispronouncing sounds. The study followed the two groups (control and experimental) with pre-post-test design. The pre-test was administered to the students of both groups at the beginning. After the administration of the pre-test, for instruction session, the control group followed the activities in the course material and experimental group was taught using Kahoot application for the same activities. Then, the post-test was administered to both groups. The results were statistically analyzed (t-test) and the findings revealed that the EFL pronunciation skills of the experimental group were developed as a result of using Kahoot application. It is recommended that Kahoot application can be used in different educational stages for developing EFL pronunciation skills.

Пути и способы развития коммуникативного подхода в преподавании РКИ

This article is devoted to communicative teaching of Russian as a foreign language from the perspective of modern educational paradigm. Communicative language teaching problems and goals are described in the article as well as the principles of creating a CLT textbook or teaching Russian as a foreign language.

Характеристика фразеологических единиц со значением «человек» в аварском языке

At present, new phraseological phrases constantly arise in speech and, being actively used, are included in the phraseological composition of the language, enrich it with new expressive means. From the pages of newspapers and magazines, from radio and television programs, from the theater and variety stages, more and more figurative verbal complexes sound and enter the speech of native speakers. The avalanche of the process of phrase formation requires comprehensive observation, inventory and study on the part of language researchers, since this process is associated with issues of speech culture, problems of language teaching and mastering the rules of behavior, general problems of speech communication.

Evolving the TESOL Teaching–Research Nexus

TESOL research was traditionally led by researcher‐practitioners, who acknowledged real‐world English language teaching problems (in alignment with developments in establishing applied linguistics as a field of study) as the basis for research enquiries. Take, for instance, TESOL Quarterly's first two issues. Published in 1967, articles offer descriptions of and suggestions for actual classroom practices. Some include sample exercises, based on either the author's own practices (see, e.g., Arapoff, 1967) or on a combination of literature and personal experience (see, e.g., Ross, 1967). Over time, however, the focus moved away from anecdotes for teaching English towards empirical TESOL research, grounded in educational, linguistic, or psychological principles. This movement was part of a larger trend in educational research and has led to continued calls from some higher education scholars to refocus on the teaching–research nexus (see, e.g., Neumann, 1992). These changes have contributed to a teaching and research bifurcation, where studies conducted by researchers who are removed from teaching tend to be more highly valued by the TESOL research community than many of the practical classroom‐based, teaching‐led work done by researcher‐practitioners.

Thai language teaching problems and teacher development of Elementary schools in rural Thailand

Thai language teaching problems and teacher development of Elementary schools in rural Thailand

Addressing grammar in the interaction task-based learning environment

One of the major problems in language teaching is developing grammatical accuracy. This paper proposes that using error correction based on a functional grammar in a task-based learning approach may be a suitable solution. Towards this end an emic (using categories intrinsic to the language) functional grammar of the verb phrase is proposed and a description of how this fits into the focus on form component of task-based learning is provided.

TBLT through the lens of applied linguistics

Ever since the establishment in the 1940’s of the distinguished journalLanguage Learning, a significant proportion of research in applied linguistics has defined itself as aiming to address practical problems of language teaching. Given the definition of applied linguistics as ‘the theoretical and empirical study of real world problems in which language has a central role’ (after Brumfit, 2001), an ambition to relate its work to practical language teaching problems is appropriate. Task-based language teaching is a subarea of applied linguistics which deliberately aims to link research to practice. With this in mind, this paper will seek to evaluate the extent to which TBLT research has to date engaged with — and helped address — the real world problems of language education. It then attempts to derive some implications for future directions of TBLT research as a part of an empirical applied linguistics.

O ensino de Línguas Estrangeiras no Brasil: questões de ordem político-linguísticas

Currently, the debate about the teaching of foreign languages in Brazil runs two different paths: one methodological, guided by the applied linguistics; and one political, guided by what Haugen (1999) refers to as “applied sociolinguistics” or, more appropriately, Language Education Policy, as per Petitjean (2006). This paper proposes a brief discussion on political linguistic matters, such as the Brazilian Educational Legislation (LDB, 9394/96, law #11.161), recommendations (PCN), linguistic representations, and multilingualism (BEACCO; BYRAN, 2003). These matters underlie many of the problems in the country's foreign language teaching, even though they are purely conceived in a methodological framework, as exposed by Celani (1997), Campani (2006) and Leffa (1999). The arguments presented lead to a complementary analysis of the foreign language teaching problems and to a language perception, grounded on the foreign languages' social role.

Axiological Significance of Historical Pedagogic Expertise of Foreign Language Teaching

The paper deals with one of the most urgent problems of language teaching in Russia – the need for raising the quality of foreign language and culture teaching in compulsory secondary school. By analyzing the current normative documents and perspectives of further development, the basic values of language teaching were highlighted, correlated with the teaching experience and achievements of the pre- revolutionary era. For the first time, the issue was discussed at the regional level of one of the remote Russian territories–to the south of the Urals. The basic research methods include the historical, logical and comparative analysis of language teaching in the pre-revolutionary era reflected in some previously unknown archives documents. The updating of the historic pedagogical experience emphasized in the paper could, on the one hand, preserve the national language teaching traditions, and on the other hand, give way to innovative regional projects facilitating the language teaching, multilingualism and multicultural trends in society.