Traditional Foreign Language Teaching Research Articles

Applied Linguistics and Its Implications for Foreign Language Teaching

Language is the cornerstone of human civilization, and foreign languages are the key to cultural exchange. While traditional foreign language teaching models need to be reformed gradually by relying on scientific theories, the emergence of applied linguistics has given foreign language teaching a new breakthrough. Therefore, this paper is based on the characteristics of applied linguistics and explores its role and innovation in foreign language teaching through the use of literature analysis and case study methods. This paper will give inspiration to foreign language teaching and achieve the purpose of improving teaching dilemmas and promoting teaching quality. This paper finds that combining foreign language teaching with practical applications can create an excellent language learning environment and maximize learners' language skills and interests.

FOREIGN LANGUAGE TEACHING IN A DIGITAL ENVIRONMENT: TEACHERS' ATTITUDES AND BELIEFS

Taking into account that traditional foreign language teaching is being moved to a virtual environment, the obligations of teachers are changing constantly. Their main tasks are to accept new technologies and develop their digital literacy. However, whether teachers will apply ICT in teaching practice depends on their personal and pedagogical attitudes and beliefs. When teachers’ attitudes and beliefs are positive, new technologies become one of their important teaching materials. The opposite of this, with negative attitudes and beliefs about applying ICT in teaching, teachers reject them and do not enable students to acquire new skills and knowledge in a virtual environment. In that sense, we wanted to examine the foreign language teachers’ attitudes about the use of ICT digital tools in Serbia. The results are obtained by the inferential analysis which is used to confirm or refute hypothesis about the possible conditioning of the identified factors. The results showed that positive attitudes of teachers have a positive effect on learning in a digital environment, but also that positive attitudes increase significantly with their education for the use of ICT. Finally, it was shown that teachers employed at the university have more negative attitudes about the advantages of language learning in a digital environment, in contrast to teachers employed in primary and secondary schools and in foreign language schools. In support of this, it is observed that training in this field is also necessary for teachers who work at faculties in order to increase awareness of the value of new technologies in the teaching process.

Exploring the Application of Artificial Intelligence in Foreign Language Teaching: Challenges and Future Development

With the rapid development of artificial intelligence (AI) technology, it is increasingly being utilized in the field of education, particularly in foreign language teaching. The concept of education meta-universe is also gaining popularity, and the emergence of ChatGPT has revolutionized traditional foreign language teaching methods. AI technologies such as speech recognition, machine translation, and natural language processing have proven to be effective tools to help students improve their foreign language learning outcomes. However, the application of these technologies also brings some challenges and problems. This paper aims to discuss the impact of AI on foreign language teaching, analyze its advantages and disadvantages, explore its future development trend, and provide suggestions for educators to make better use of AI technologies to assist foreign language teaching.

On the Mode of Enhanced VR Virtual Simulation Technology in the Field of Foreign Language Teaching

This paper combines virtual simulation technology to improve the traditional foreign language teaching mode. Aiming at the problems of traditional phase-shift shadow Moiré profiler, a three-step quadrature-phase demodulation technique using unknown phase shift was developed. Then, the paper compares the proposed method with the GS method using MATLAB simulation. It can be seen from the simulation and demodulation results that the two methods obtain similar results, thus proving the equivalence of the two methods.

Spanish bilingual and language education: A historical view of language policies from EFL to CLIL

The profound evolution that Spanish language education has experienced since the passing of the first modern educational law in 1970 has led to improved students’ proficiency. In this sense, traditional foreign language teaching has been gradually substituted by Bilingual Education in the country to promote language learning, intercultural competence, and mobility; however, reviews in the field have not examined language education in all the Spanish regions but rather they have only considered isolated regions or compared some of them. This paper provides a historical analysis of Spanish language education, reviewing its evolution since 1970, and comparing the country’s bilingual and monolingual regions. Findings show that differences among territories mainly concern the areas and number of hours devoted to foreign language teaching and teacher linguistic requirements. Content and Language Integrated Learning is the main approach to Bilingual Education followed, whereas English is the main language of instruction in all regions.

No Kidding Games

Introduction. The article examines changes in global education paradigm in coronavirus pandemic situation. It is not just a shift from classroom to remote instruction based on new technologies. It is also a dramatically new mode of communication in sudden and forced conditions, which requires teachers to revise traditional classroom teaching methods, as with remote learning students tend to lose concentration fairly quickly, distract, become less motivated and bored. As a result, the outcome is not as they expected. Including language games, which are relaxing and entertaining, into a syllabus helps increase motivation, academic self-esteem and improve the results. Methodology and sources. The present study was based on the authors’ personal experience in teaching English to both students of linguistics and engineering students. Specifically designed questionnaires were also used to have opinions of the students, as well as the teachers of English. Results and discussion. An obvious and important result of the study is that traditional foreign language teaching methods should be revised under the coronavirus pandemic situation. The syllabi should be adapted to advanced emote teaching a learning technologies and language games should be included to increase learners’ motivation and academic self-esteem. Conclusion. Language games are a valuable resource to adapt foreign language teaching to remote instruction under coronavirus pandemic situation. They can be an integral part of any aspect of a language taught to learners of all levels.

Study on the Construction of English ICAI Course Based on BP Neural Network Algorithm

Artificial neural network is also referred to as neural network or connection model, it’s a model animal neural network, the mathematical model of distributed and information processing algorithm. Because of its good abstract classification, Has been used in all aspects of life. And in recent years, the traditional English teaching mode in colleges and universities has been gradually replaced by CAI new teaching methods, much progress has been made, Increasing resources to open schools and curricula, effectively promote the sharing of quality teaching resources, it promotes the improvement of students’ English listening, speaking, reading, writing and translation. But the general problems of English CAI teaching have gradually emerged, for example, curriculum design does not pay enough attention to individual differences, online teaching lacks interaction between teachers and students, lack of effective supervision and assessment of learning results. At present, the student-centered teaching concept based on the class-flipping classroom and the “online and offline” mixed teaching model is becoming popular, which has had a great impact on the traditional foreign language teaching model. Designing English intelligent computer-assisted teaching (intelligent computer-assisted teaching) can intelligently meet the individual needs of students according to the learning effect, realize the interaction between teachers and students through human-computer interaction, and facilitate the management and evaluation of the teaching process by managers. This is referred to as ICAI. It is an urgent problem in English teaching, especially in the teaching of college English public courses. This paper designs an English ICAI language curriculum system based on BP neural network algorithm and SSH architecture.

Pragmatic Failure in Cross-Cultural Communication

There is a phenomenon: a non-native speaker may confront miscommunication even with a good master of the target language, which is known as “pragmatic failure”. Unlike linguistic errors, native speakers often fail to recognize it as such and attribute it to boorishness, which may do more harm to communication. Though pragmatic failure is a primary cause of cross-cultural communication breakdown, it receives little attention, especially in traditional foreign language teaching. This thesis intends to examine Chinese English majors’ pragmatic failure in verbal communication, probes into the causes of pragmatic failures and puts forward strategies in avoiding pragmatic failure.

Methodology for the formation of a motivational-stimulating factor in teaching a professionally oriented foreign language

The article is devoted to the problem of developing positive motivation in the process of teaching a professionally oriented foreign language as a necessary condition for the formation of a foreign language professional communicative competence. The analysis of a number of psychological and pedagogical works on the issues of influence of personal motivation on the success of foreign language mastering is presented. The authors analyze aspects and different types of motivation in teaching a foreign language, with special attention paid to the relationship between cognitive and professional motivation in teaching a professionally-oriented foreign language; they give a comparative assessment of traditional foreign language teaching and modern innovative methods and approaches in terms of maintaining a high level of motivation of students. The advisability of implementing context-based approach elements such as role-playing and business games, as well as active listening, one of the main methods of coaching, in order to increase motivation when teaching a professionally-oriented foreign language is justified. The article describes experimental work on increasing the motivation level when teaching a professionally-oriented foreign language to future specialists in the field of tourism and hospitality using a system of emotional and intellectual stimulation and the active listening method within the context-based approach, it provides examples of tasks and exercises to form active listening skills in professionally-oriented role-plays and business games. The authors present a quantitative and qualitative analysis of empirical data of the experimental work aimed at improving the motivation level with the help of the above methods; they describe the results of the experimental work, which reflect the effectiveness of the training course with the elements of active listening, expressed in the positive dynamics of growth in integrative professional motivation level as a result of teaching professionally-oriented foreign language.

Keeping Online Diaries as an Integrated Activity for Writing Skill in EFL Classes: The Case of Penzu

Web 2.0 tools can provide digital tools for teaching and learning for professionals who follow and apply the internet-based developments in their education contexts to enrich their conventional way of teaching. The present study focused on one of the Web 2.0 tools, Penzu. Penzu is a kind of online diary through which users can easily take notes and keep them on the Web. The study discussed the applicability of Penzu in foreign language classes as an integrated tool to develop language learners’ writing skills. In this respect, a sample Penzu page was prepared and introduced to foreign language teaching instructors at a state university in Turkey. The study followed a qualitative inquiry. Face-to-face interviews were conducted with the participants, and the data were collected through semi-structured interview questions. After analyzing the data, the results were reported descriptively. The results primarily indicated that the EFL instructors were in favor of implementing Penzu as an integrated tool in foreign language teaching classes to enhance students’ writing skills. The study also reported several strengths and weaknesses which may promote or hinder the implementation of Penzu language education contexts. All in all, this study attempted to alternate traditional foreign language teaching classes by implementation of Penzu as an integrated tool for writing skill, and to pave ways for further studies that foster application of Web 2.0 tools in language education contexts.

Learning Aids and Japanese Teaching

Cards and other means are used to assist teaching in traditional foreign language teaching. However, with the rapid development of science and technology, the teaching efficiency of such learning aids is low and cannot be suitable for modern teaching. In particular, the 50 picture cards used in Japanese teaching are relatively rigid and cannot play a role in deepening memory. In view of this, this study intends to design a Japanese language learning aid device, on the one hand, to increase the entertainment and interaction of Japanese language learning, on the other hand, strengthen the learning and memory of Japanese Hiragana, katakana and pronunciation, and improve the efficiency of Japanese learning.

Индивидуальные и групповые проекты на английском языке в вузе

The article deals with the foreign language training in Russian Universities and the development of professional competencies of the graduates. The reasons for employers’ dissatisfaction with the quality of young personnel’s education are analyzed. An interdisciplinary model of professionally oriented foreign language teaching is considered as one of the means of students’ competencies forming. The potential of project tasks in this model is described, and their advantages in comparison with traditional foreign language teaching methods are indicated. The authors present the system of individual and group projects in English used in Petrozavodsk State University. Besides, the authors describe the stages of students ’activities, give specific examples of projects and analyze difficulties in organizing students’ project work. The article contains an analysis of the results of student surveys confirming the feasibility of using professionally-oriented project tasks in teaching a foreign language at a university.

Design of cloud computing-based foreign language teaching management system based on parallel computing

In view of the long response time of the traditional foreign language teaching management system and the inability to guide students to improve their learning interest, a foreign language teaching management system based on parallel computing is proposed. In this method, the cloud architecture of the foreign language teaching system is given under the cloud computing environment, on which the parallel computing method is adopted to design the foreign language teaching management system hardware, which is scalable and flexible. The parallel algorithm is designed and the communication between the modules of the system is implemented with C# language. The experimental results show that response time for each of the four scores of 'Zhang' is 1s in reference (Huang, 2017), the response time for each of them is only 0.6 s in this paper. The system can shorten the response time for query and improve the development speed of web-based foreign language teaching, effectively promotes the development of web-based foreign language teaching and students' interests in foreign language learning.

Design of cloud computing-based foreign language teaching management system based on parallel computing

In view of the long response time of the traditional foreign language teaching management system and the inability to guide students to improve their learning interest, a foreign language teaching management system based on parallel computing is proposed. In this method, the cloud architecture of the foreign language teaching system is given under the cloud computing environment, on which the parallel computing method is adopted to design the foreign language teaching management system hardware, which is scalable and flexible. The parallel algorithm is designed and the communication between the modules of the system is implemented with C# language. The experimental results show that response time for each of the four scores of 'Zhang' is 1s in reference (Huang, 2017), the response time for each of them is only 0.6 s in this paper. The system can shorten the response time for query and improve the development speed of web-based foreign language teaching, effectively promotes the development of web-based foreign language teaching and students' interests in foreign language learning.

Application Research of Computer-aided Teaching Based on Network in College English Teaching Reform

The entry of computer network technology into the field of foreign language teaching will of course change the information transmission channel of traditional foreign language teaching, the integration of teaching content and activities, and even the teaching process. It will also make a huge change in the structure of teaching structure and its constituent elements, and promote the change of teaching concepts, leading to changes in the value of teaching and evaluation criteria. This thesis is mainly aimed at exploratory research on the integration of computer network and foreign language teaching in college English teaching reform. The key point is to overcome the problems and confusions faced by foreign language teaching after integration, and to explain the various aspects of integration by applying the applicable theory of foreign language teaching.

„WHEN WILL I BECOME A SCHNITZEL? – I HOPE NEVER. ” ECHTE UND FALSCHE FREUNDE DES ÜBERSETZERS IN DER TRANSLATIONSDIDAKTIK

The phenomenon of false friends of a translator relates to a pair of languages. It occurs when words or phrases that sound or look similar in two languages differ to a significant degree in meaning. Consequently, learners using a false friend make a fool of themselves as it has been illustrated in the title of the article with an English-German joke. Politicians in particular are notorious for using false friends (Helmut Kohl and the German EU commissioner Günther Oettinger might be good examples). This phenomenon appeared in literature as well: for instance attempts at communicating in English by the police officer Kluftingers in crime novels co-written by Klüpfel/Kobr. The use of a false friend shames not only politicians but also translators and interpreters. In traditional foreign language teaching, students are taught to avoid false friends at all costs. There are dictionaries devoted only to false friends and learners are supposed to learn them by heart. Especially interpreters are recommended to do that because, unlike translators, they do not have time while interpreting to check whether a similar word or phrase coming automatically to mind is a false friend or a real one, that is – in other words – whether the word or phrase has the equivalent meaning in the target language. The authors of this article, who have considerable professional experience of translation, would like to point out the dangers of one-sided teaching practice with regard to false friends, taking German and Polish and German and English as examples. Such teaching may discourage learners - for fear of humiliating themselves - from using actual linguistic analogies. This negative impact of the way

New Development of T&I Education in China

~ ~ ~ Translator and interpreter (T&I) studies flourished in the past decade in China's higher education, both at the postgraduate level and at the undergraduate level. The fast development was mainly driven by the following external and internal factors. Compared with more well-established disciplines, T&I studies is still at its fledgling stage in China's higher education. There are a lot to be done in terms of promoting best practices of teaching, combining classroom training with more real-world professional practices, teacher training, application of new technologies and research input. Traditional foreign language teaching programs have fallen short of the societal demand for professional language service and new ways of teaching and learning foreign languages to make such efforts more effective and applicable must be encouraged. Introducing T&I studies at the undergraduate level represents such a move in the right direction. Moreover, T&I training opens up the possibility of making the teaching and learning activities more content-rich and more relevant to what people are most concerned about in contemporary society. To make the teaching effective and yielding the expected learning outcomes, a well-balanced curriculum needs to be put in place, combining liberal education, English language enhancement and core courses for translation and interpreting studies including the knowledge and skills for carrying out translation and interpreting assignments. Like any other scientific discipline, constant research input is needed for the healthy development of T&I studies. To make the T&I program successful, one needs to strike a balance between practice and research.

The pros and cons of Problem-Based Learning compared to the traditional foreign language teaching methods

The pros and cons of Problem-Based Learning compared to the traditional foreign language teaching methods

Mooddeutsch, eine Lernplattform für Die deutsche Abteilung der Universität Oran

Mooddeutsch: a learning platform for The German department of University of Oran
 In 2013, as part of a project, a virtual learning environment in the form of an LMS (Learning Management System) was developed and implemented for the German department at University of Oran 2. The purpose was to supplement classroom teaching as a component of a dual learning arrangement with a virtual, structured learning phase and accordingly to set up DaF teaching as a blended learning model. This article presents an interactive learning environment for university foreign language teaching, here German as a foreign language, which was developed and tested at the German department of the University of Oran in 2013. Virtual classrooms will not replace traditional foreign language teaching, but can enrich it when used effectively. Prerequisites for this are, above all, willingness for new teaching and learning concepts and the will to use the advantages of new media that support constructivist and cooperative learning.

Language Technology and Teaching Lithuanian as a Second Language

A few decades ago, when the development of the information society started, the need has arisen to apply a modern language technology in the second language pedagogy. It should be noted that the digital language resources and language analysis tools have not entered yet into the process of the Lithuanian as the second language learning and teaching, however, other European countries can boast of a better integration of language technology (corpora, corpus tools and corpus-based materials) into language learning programmes. This article discusses the pedagogical application features of corpus and accentuator (http://donelaitis.vdu.lt) for Lithuanian as the second language learning and teaching. The first case study focuses on the use of the accentuator. The second case study focuses on a good practice in development, use and promotion of the corpus of Contemporary Lithuanian Language for language learning and teaching, with a focus on both technological and pedagogical innovation and on the direct use of this corpus in the classroom. Analysis of basic Lithuanian units showed that the corpora could effectively complement the traditional foreign language learning and teaching. However, attention is drawn to the fact that the contemporary Lithuanian technology still does not provide accurate data, so in some cases, the language tools should be used with caution. DOI: http://dx.doi.org/10.5755/j01.sal.0.24.7067