Language Teaching System Research Articles

MEN: Mutual Enhancement Networks for Sign Language Recognition and Education.

The performance of existing sign language recognition approaches is typically limited by the scale of training data. To address this issue, we propose a mutual enhancement network (MEN) for joint sign language recognition and education. First, a sign language recognition system built upon a spatial-temporal network is proposed to recognize the semantic category of a given sign language video. Besides, a sign language education system is developed to detect the failure modes of learners and further guide them to sign correctly. Our theoretical contribution lies in formulating the above two systems as an estimation-maximization (EM) framework, which can progressively boost each other. The recognition system could become more robust and accurate with more training data collected by the education system, while the education system could guide the learners to sign more precisely, benefiting from the hand shape analysis module of the recognition system. Experimental results on three large-scale sign language recognition datasets validate the superiority of the proposed framework.

Pedagogical Content Knowledge and the Nepali English Language Teacher Training

The paper attempts to explore the crucial role of Pedagogical Content Knowledge (PCK) within the realm of English language teacher training in Nepal. PCK serves as a vital bridge between teachers’ Content Knowledge (CK) and Pedagogical Knowledge (PK), facilitating effective teaching practices and enhancing student learning outcomes. The study examines the interconnectedness of PK, CK, and PCK, with the aim of improving the quality of teacher preparation programs and ultimately, the English language education system in Nepal. Through an extensive literature review, the research establishes a theoretical foundation, examining the conceptual framework of PCK and its significance in teacher education. It identifies existing gaps and challenges in current Nepalese English language teacher training practices, emphasizing the need for the seamless integration of PK, CK, and PCK in classroom instruction. The paper concludes that the contents of the teacher education and training programs differed from what the experts thought should be given. The broader areas of subject matter become narrower in the TPD program in Nepal. However, the nature of the programs is also responsible for the type of content being tried to be imparted to the English teachers. The research identified various factors influencing the successful implementation of PCK in teacher training. These included limited emphasis on PCK in the curriculum, time and resource constraints, and a lack of alignment between teacher education institutions and school practices. The findings underscored the importance of curriculum reforms and the provision of ongoing professional development opportunities to strengthen PCK integration.

Resisting EFL Textbooks in the English as a Foreign Language Education System

A society's language reflects its values, norms, and other characteristics and is considered an integral component of these traits. This would be an incomplete language education, despite the fact that it is possible to teach a language without addressing the cultural aspects of the society that speaks it. This study aims to highlight the predominance of inner circle cultural and societal traits in English language education. The evaluation of a global EFL textbook revealed that the majority of the content reflected inner circle cultural characteristics. The efficacy of this method of language instruction is a subject of debate among academics. Critics argue that this approach may perpetuate linguistic imperialism and hinder the development of intercultural communicative competence. However, proponents suggest that a standardised curriculum can provide learners with a solid foundation in the language and facilitate communication with speakers from different parts of the world.

БЕЗПЕРЕРВНІСТЬ ПРЕДМЕТНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ УКРАЇНСЬКОЇ МОВИ

Today, it is crucial to shape a teacher-philologist with a high level of linguistic preparation, linguocreative, capable of teaching the Ukrainian language to secondary education students and fostering communicative education in contemporary Ukrainian society. The system of language training for future teachers of the Ukrainian language aligns with the principles of continuous language education.The article outlines the specifi cs of subject training (Ukrainian language) for fu-ture teacher-philologists and identifi es stages of its implementation based on the edu-cational program «Secondary Education (Ukrainian Language and Literature)» of the subject specialty 014.01 «Secondary Education (Ukrainian Language and Literature)» at Kamianets-Podilskyi Ivan Ohiienko National University.In the content block of subject training in the Ukrainian language for future teach-er-philologists, preparatory (propaedeutic), informational-cognitive, and deepening-generalizing stages are highlighted. During the preparatory (propaedeutic) stage of Ukrainian language education for future teacher-philologists in higher education institutions, initial linguistic prepara-tion is conducted through the study of a Ukrainian language practicum, introduction to linguistics, business Ukrainian language, etc.The main component in the content block of the Ukrainian language education system is the informational-cognitive stage, encompassing special linguistic prepa-ration. In this process, students acquire a comprehensive (theoretical) discipline, «Modern Ukrainian Literary Language», historical-linguistic disciplines (Ukrainian dialectology, Old Slavic language and historical grammar, history of Ukrainian liter-ary language, etc.), and applied linguistic disciplines (stylistics and culture of the Ukrainian language, linguistic analysis of text, etc.).During the deepening-cognitive sub-stage of the deepening-generalizing stage, in-depth linguistic preparation takes place, where students study selective linguis-tic disciplines and acquire informal and formal linguistic education. The creative-research sub-stage involves scientifi c-research linguistic preparation, including writ-ing coursework and qualifi cation works on the Ukrainian language, participation in scientifi c events, and the preparation of trial publications.

A Study of English Teaching Differences Between China and The United States

According to the existing literature, the analysis of the teaching content, teaching method and assessment model in China and the United States has the same trend: Scholars generally believe that compared with the English language teaching system in China, the methods of English language education in the United States are more diverse, the educational goals are more realistic to life, and the evaluation criteria are more comprehensive. The factors cause this difference is worth investigating. This paper evaluates the applicability of these views in today's world through a questionnaire survey. Specifically, this paper attempts to assess whether the similarities and differences that scholars have found between the English language teaching systems in China and the United States still exist today or whether the development trends between the English language teaching systems of the two countries are trending in the same direction today. The study surveyed Chinese students in the U.S. - a target group with dual English learning experiences in China and the U.S. The results of the paper show that the effectiveness and applicability of the English teaching systems of the two countries need to be discussed in the cultural environment of the two countries, and there is no one-sided argument that either system is better.

FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY IN RUSSIA: IMPLEMENTATION EXPERIENCE AND DEVELOPMENT PROSPECTS

The article discusses the experience of organizing foreign language education in a non-linguistic Russian university. The author draws attention to the signifi cance of the influence of current socio-economic, political, methodological and individual factors on the pedagogical system under study. Key factors include integration processes, social and academic mobility, digitalization of various spheres of life, and the demand for English in society. The key changes in its structural components are described: target, content and technological. There is a differentiation of the goals of foreign language education at the bachelor’s and specialty/master’s levels, which require not only mastering the ability for oral and written foreign language communication, but also the ability to apply modern communication technologies in the target language. The modern educational space, which predetermines greater subjectivity of the student, and a clearer differentiation of goals and results determine the task of studying the claims, expectations and needs of foreign language students in a non-linguistic university, as well as updating the content of foreign language education in order to ensure that students can acquire personal experience in their future professional fi eld , and life activity in general. One of the innovative tasks of university foreign language teachers is the design and implementation of an interactive innovative educational environment. At the same time, it is necessary to recognize the need to study the didactic possibilities of interaction in the educational process with artifi cial intelligence. The results of the analysis of the presented experience made it possible to identify the specifi cs of the current state of the foreign language education system in a non-linguistic university and to identify promising directions for its further study in order to fi nd effective ways of management and timely transformation.

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

AI-Assisted Chinese Language Teaching System in Distributed Sensor Networks

The Chinese learning system gained enormous importance to support the population of China with recent technologies. The AI and ML-assisted classes are useful for learners. However, it can cut down the employment of teachers. Various planning and act was passed to reform the Chinese education system with artificial intelligence and machine language. On the other hand, this education process is interesting, customized, and unsupervised based. It was observed that the human touch study process is more satisfying and clears doubts easily. The key object of data gathering sensor-based network is accumulating all the data from the nodes and sending those sensed data to the base station. These nodes are basically working while focusing on one thought: all the nodes present in the sensor-based system are well aware of all the other nodes currently working in the same network and transmitting data in the base station. Although AI comes with a few challenges like lack of resources, training, and various security issues, if these are overcome with proper strategies, AI can be the equipment to reign in the 21${}^{st}$ century. Additionally, LLMs and NLP modeling are described in the results that helped to understand the use of different models. Moreover, the Benefits of LLMs and NLP for Chinese language training are discussed in the study.

A Modeling Study on the Teaching System of Chinese Language in Colleges and Universities and the Cultivation Path of Bi-Creative Talents

Abstract The trend of cultivating Chinese language dual-creative talents in colleges and universities is inevitable due to the increasing importance of national soft power. This paper studies the Chinese language teaching system and the cultivation path of dual-creative talents in colleges and universities using a modeling approach. The competency model’s iceberg model determines the dimensions and measurement items of dual-creative talents, verified through reliability analysis. At the same time, a QFD model for quality assurance of dual-creative talent cultivation in universities was established, and the importance of demand factors was calculated by analyzing the obtained results of each rating. Among the four factors, the degree of conformity was from the highest to the lowest: creative attitude, basic creative ability, creative expansion ability, professional knowledge, and skills, with rating values of 4.19, 4.12, 3.67, and 3.49, respectively. The empirical analysis of QFD showed that the highest weight of the demand level of development achievement of dual-creative talents cultivation reached 0.4066, followed by the basic conditions of teaching, which reached This study can provide some reference and help for the cultivation of Chinese language double-creative talents in colleges and universities, and help improve the quality of double-creative talents cultivation.

Episodes of Teaching, Assessing and Testing: Analysis of Teaching Listening in Pakistan

Listening ability helps students to enhance their comprehension level of spoken language. As observed by Ahmed (2016), the students will only get a high-quality score if they listen and understand the teacher attentively. This study aimed to identify the listening proficiency gaps in Pakistani language learning, teaching, and testing systems. The study used Richard's (2008) framework (CLAP) to compare listening tests with student performance. The format and validity of the language proficiency test administered mainly in Pakistan (IELTS) were investigated regarding the teaching and learning practices. All the test takers (15) participated in a standard IELTS listening test with one of their teachers. The results identified three significant factors interfering with listening comprehension performance include, the need for listening assessment in the examination system of schools, colleges, and universities. Secondly, teaching listening depends on theoretical knowledge and need for listening practice in classrooms of second language learners. Further, the study attempted to find evidence to support the claim that Pakistani students can perform better in proficiency scores if presented with it in their teaching and testing system. Accordingly, a model is designed to fill the gaps in learning for language learners as future language teachers in Pakistan. The findings of this study would help design listening performance tests and realize learning potential, devise a listening assessment system, and develop valid large-scale and classroom-based proficiency tests.

Retracted: Computer Multimedia-Oriented Chinese Language and Literature Distance Teaching System

Retracted: Computer Multimedia-Oriented Chinese Language and Literature Distance Teaching System

My Views on International Chinese Language Education Reform

Since the 19th Party Congress, our Party has established the strategic height of developing socialism with Chinese characteristics and made a major deployment of giving priority to the development of education, accelerating the modernization of education and building a strong education country. This fully puts the status and key role of education in the process of the development of the whole national cause. The General Secretary pointed out that it is necessary to promote international communication capacity building, tell the Chinese story, spread the Chinese voice, and show the world a real, three-dimensional and comprehensive China. Guided by this important idea of General Secretary Xi Jinping, the internationalization of the Chinese language is sailing high and developing fast. The development of international Chinese language education is changing day by day. In the new era, we should scientifically understand the basic concept of international Chinese language education and construct a modern international Chinese language education system that is more open, more inclusive and more standardized.

Актуальность изучения корейской литературы как компонент обучения корейскому языку

The research is devoted to the problem of teaching Korean literature in the system of teaching Korean to students of Russian universities. The paper substantiates the need for teaching Korean literature in the Korean language teaching system, provides a list of works for study, and suggests a scientifically based methodology for teaching Korean literature.

Foreign Language Teaching in Secondary Schools in Germany and Turkey: A Comparative Study

It is known that foreign language teaching has become an increasingly important element with the globalizing world. While some countries have reached a higher level in foreign language teaching, some cannot reach the level of success they want. Understanding the foreign language teaching quality of countries is possible by knowing how they shape their education systems. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. In doing so, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. While doing this, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. Document analysis method, one of the qualitative research methods, was used in the study. Literature review, documentation and text analysis were used to collect data. According to the findings of the study, both Germany and Turkey have adopted the Common European Framework of Reference for Languages, English as the first foreign language has an important place in the curriculum and the lessons consist of current issues about life. When it comes to differences, it was determined that the curriculum in Germany changed from state to state, more time was allocated to foreign language course hours than in Turkey, and it is richer than the curriculum in Turkey in terms of teaching materials. In addition, with both countries emphasis on communicative approach and communicative skills, it has been determined that the grammar translation method is still applied in schools in Turkey, while Germany has made more progress in foreign language teaching by adopting an action-oriented approach and communicative skills.

The Role of Metacognitive and Politeness Strategies in Online Foreign Language Instruction

This paper aims at providing an insight into the online/hybrid foreign language teaching and learning system in Romania. Drawing on the theoretical body of research of metacognitive and politeness representations within the field, the study further offers an analysis of how metacognition and politeness strategies are perceived by the main stakeholders of academic education (language learners and instructors). The focus is on describing specific aspects where the support metacognitive and politeness strategies enable a more responsible and engaging digital pedagogical framework that empowers learner autonomy and engagement. Emphasis is placed on highlighting context-ridden challenges observed in online/hybrid learning/teaching connected to various degrees of preparedness to deal with the dynamic frontal/online teaching shift and also on suggesting student-centred solutions. The obtained results of the study may inform subsequent developments of language mediation through the activation of digital cognition and social and emotional learning practices.

Strategi Pembelajaran Keterampilan Speaking

English in speaking skills. Referring to English as the world's largest lingua franca or social language, English today has become the second most spoken language after Chinese. Furthermore, its status has been made as one of the languages that must be learned in almost all countries in the world. Therefore the need to always improve the quality of teaching is fundamental. But in practice, teaching and learning English in the classroom still leaves a lot of homework, especially those related to speaking teaching strategies. The low quality of graduate students in Indonesia in the field of speaking has proven that there is a pattern that needs to be addressed from the English language teaching system in our country. Therefore this study aims to provide an understanding of several types of language teaching strategies that can be implemented in the classroom. By using the method of library research or literature. This article provides an understanding and description of the types of learning strategies that can be used when teaching English.

A study on the integration of digital language teaching system into English teaching

At present, many schools in China have built digital language classrooms, using digital language teaching system to assist English teaching, and combining computer and network technology to promote students’ English learning. However, in order to integrate digital language teaching system into English teaching curriculum, teachers should design multimedia audio and video teaching materials, teaching strategies and learning activities in order to make the digital language teaching system and teaching complement each other. Then promote the professional development of teachers and learners’ learning motivation and effectiveness.

Revisiting symbolic power and elite language education in China: a critical narrative ethnography of the English education major at a top language university in Shanghai

ABSTRACT Despite the promise of English language teaching and the use of English as a medium of instruction, concerns have been growing about the decline in the number of English majors as well as structural problems in elite language education reflected in the rural-urban divide and resulting educational gaps in China. The English education major at a top language-intensive university could serve as a key site for this investigation. However, existing literature has significantly overlooked this important area. This study explored the life course stages of Chinese students who were originally from rural areas or socioeconomically underrepresented regions/districts and majoring in English education at a top language-intensive university located in Shanghai. By adopting a critical narrative ethnographic approach, the authors wrote field notes and conducted in-depth interviews with 18 study participants. The findings showed that mothers’ involvement significantly influenced students’ motivation to learn English, college admission, and academic major choice. However, students also developed personal perceptions about career prospects while in college. By applying the Bourdieusian approach to language and symbolic power, this study interpreted participants’ developmental process of linguistic habitus and capital, regardless of their socioeconomic status. This study further interpreted their management of accumulated linguistic capital, while critiquing existing structural problems of the elite language education system, along with the English major crisis in the Chinese higher education system. As critical narrative ethnographers, the authors presented their reflexive turns on symbolic power and the future of English education in a Sino-Anglo context.

Teaching African students Russian at the Center for Open Education in the Republic of Ivory Coast

The authors of the article consider the features of teaching Russian as a foreign language (hereinafter referred to as RCT) to Ivorians at the Center for Open Education established on the basis of universities (Université méthodiste de Côte d’Ivoire, Université Félix Houphouët-Boigny, ETIC University) in October 2023 in the Republic of Côte d'Ivoire with the support of the Ministry of Education of the Russian Federation. The purpose of this study is to describe approaches to teaching Ivorians the Russian language from scratch and the practice of working with African students, which allows to intensify the language learning process, optimize the amount of material studied, choose effective methods and techniques, and offer practical advice to RCT teachers beginning to explore the African continent. The research is based on the principles of competence-based, communicative-activity and ethnically oriented approaches in teaching RCT. To achieve this goal, the following research methods were used: questionnaires, observation, including the method of "unconscious internal observation", statistical methods of processing results, comparison, generalization of practical experience in teaching Russian to foreign students. The implementation of the Russian language teaching system developed by the authors of the article from scratch showed that this process achieves the greatest effectiveness when taking into account the characteristics of the African audience (emotionality, musicality, artistry of students) and including a large number of visual, media and audio materials. According to the authors of the article, the techniques of melodization and rhythmization of linguistic and didactic materials acquired particular importance in the learning process: they contributed to the establishment of trusting relationships between teachers and students, disclosed the requests of Ivorians for the content of education, and allowed taking into account the cultural interests of the audience. The demonstration of respect for Russian and African cultures in the development of the lesson program was carried out taking into account the comparative approach, which allowed students to focus on the peculiarities of Russia compared with Africa's. The use of gaming technologies made it possible for teachers to present material to students in different ways: working in pairs, groups (teams), the rapid change of activities caused by the game, contributed to the establishment of mutual contacts in a large audience (the number of students in the classroom could reach up to 100 people), relieving tension when communicating in a non-native language, unobtrusive introduction of grammatical and lexical material, as well as intensive enrichment of Ivorian students with information about Russian culture.

Cultivation of Cross-cultural Awareness and Cross-cultural Ability in the New Era

As we all know, various factors are hindering people's effective cross-cultural communication. An understanding of the self, socio-cultural roots, inherent concepts and prejudices, as well as the local and global dimensions of culture, helps to be faithful to the practice of communication, but they may also be shackles that fetter people's effective communication. Personal appreciation orientation and empathy are the main factors of personal cross-cultural management ability. On this basis, the construction of cross-cultural competence needs to go through a gradual process from recognition to transcendence. The skills needed to adapt to a new culture will eventually be developed in this process. As socialism with Chinese characteristics enters a new era, China is facing huge challenges and opportunities. Intercultural communication is increasingly frequent, and the role of intercultural communication ability is prominent. In order to make young people in the new era aware of the positive impact of cultural values and enjoy the joy of multiculturalism, it is necessary to create a cross-cultural "third space" in foreign language teaching in the new era, and achieve the goal of cultivating cross-cultural communicative competence by building a cross-cultural foreign language teaching system.