M. Hrdlička. Předložky ve výuce češtiny jako cizího jazyka
Review of: M. Hrdlička. Předložky ve výuce češtiny jako cizího jazyka. [Acta Universitatis Carolinae. Philologica. Monographia CXXXV]. Nakladatelstvi Karolinum, 2000, 142 str.
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Review of: M. Hrdlička. Předložky ve výuce češtiny jako cizího jazyka. [Acta Universitatis Carolinae. Philologica. Monographia CXXXV]. Nakladatelstvi Karolinum, 2000, 142 str.
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Review of: А. Манчева и др: Френско-български речник/Dictionnaire français-bulgare e (под редакцията на Асен Чаушев). София, Наука и изкуство, 2002. 1492 стр.
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The aim of this study is to transform the dictionary entry from Активен комбинаторно-тълковен речников модел на френския глагол [Active Combinatory Explanatorial Dictionary Model of the French Verb] into a script. This is based on the actant structure of the verbal lexeme represented in the experimental model. The dictionary entry has been developed as a focussed lexicographic portrait of the headword consisting of a centre and a periphery. The results are applicable in foreign language teaching and in the development of mono- and bilingual lexicographic databases.
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The paper is an article of reflection which aims to critically analyze the concept of success as viewed from an individual’s perspective as well as through the lenses of others. Historically and socially dependent norms and values regulating psychological and sociological approaches to success and failure are also considered and their personal and social consequences examined. Against this background the postwar concepts of a successful language learner and a successful language teacher are examined from both diachronic and synchronic perspectives. A model with six stages is proposed, the function of which is to estimate their approximate duration as well as to identify criteria adopted in order to distinguish between success and failure in particular periods. Terminology, drawn from the philosophy of law, relating to norms and expectations is presented to examine methodological issues in evaluation and assessment. Implications for language teacher education are also considered.
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In this article, we try to shed some light on certain concepts and activities related to docimology and evaluation whose lack of understanding could lead to errors or confusion. Also, we will try to elucidate certain internal and external factors which can block or influence favorably or unfavorably the evaluation and to bring remedies to these pitfalls which, removed, could guarantee an objective evaluation of the educational achievements, pledge of a system qualitative education. We will end with illustrations of measurement to participate in bringing teachers to better master and success.
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A review of literature that underpinned the theoretical framework for materials design presented in this study contributed to the development of English language course through the lens of Critical Language Pedagogy (CLP) and the Pluriliteracies Teaching for Deeper Learning approach (PTDL). The purpose of the study was to gain initial knowledge on the effectiveness of such an approach for materials design, which could provide the basis for further questions related to the actualized learning potential of educational materials. With this purpose in mind, an interpretive content analysis of the Scenario-based Assessment for Learning Experiences questionnaires was conducted upon the course completion with university students from Spain and Poland. The obtained results suggest that educational materials prepared on the grounds of CLP and PTDL have the potential to support language learning in linguistically diverse educational contexts and can be characterized by their actualized learning potential. It is noteworthy that 30% of participants reported that the experience of working with the course led to personal growth and development. Nonetheless, as this research shows, such a process requires a change in the role of the teacher and a shift in the perception of learning goals in favor of the contextualization of learning materials, which is what future research should further examine.
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This paper intends to scrutinize the personal and systemic factors affecting the well-being of in-service EFL teachers participating in a three-month online teacher professional education (OTPE) program in Indonesia. Moreover, it seeks to explore the resources that the teachers draw on to maintain their well-being. Six EFL teachers attending the OTPE program participated in this study. Semi-structured interviews were conducted with six focal participants. The data were qualitatively analyzed to find the emerging themes. The findings revealed that personal and systemic factors influenced the participants' well-being in the OTPE program. The personal factors included motivation, marital status, and spirituality, while the systemic factors encompassed the national policy on EFL teacher certification, teacher education institution, home school, and family. Moreover, the participants drew on personal resources, i.e., motivation and spirituality, and social resources, i.e., family members, colleagues, students, instructors, and fellow participants, to maintain their well-being during the OTPE program. Hence, the interplay between personal and systemic factors was quintessential to the EFL teachers' well-being in the program.
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Despite the growing popularity of online teaching especially following the COVID-19, the research addressing online language teacher education (OLTE) is still scarce. As another contribution to the narrow OLTE literature, the current study explores a semester-long online practicum experience with a particular focus on the learning gains student teachers (STs) made. Adopting a qualitative orientation, we collected data from 14 STs and 4 school-based mentor teachers (SMTs). In addition, the field observation notes of the university-based teacher educator (UTE), who is also the first author, enriched the data sources. Based on all the participants’ assessment and reflections, the learning gains were delineated. The results demonstrated that the procedures implemented in the course produced striking improvements in STs’ online language teaching skills, thus they were formed into a model titled ‘Online, Practicum, Model ETCEtera’ to design an online practicum course in pre-service English as a Foreign Language (EFL) teacher education programs. The model requires a close coordination between faculties of education and practice schools. It involves a repeated cycle of ETCE, i.e., exploration, teaching, collaboration, and evaluation. Throughout the whole process, the STs are involved in constant observation and reflection, which altogether lead to favourable learning outcomes.
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So far scholars investigating the Russian language in America have focused on the largest East Slavic communities in the north and northeast of the country. Since the 1990s, along with the growth of Metro Atlanta, the Russian-speaking diaspora has also increased. The sociolinguistic processes taking place in this community are related to the language choice in various domains of life, and to the transmission of the minority language (as a heritage language) to the younger gen- eration. This article presents the results of the first stage of research on the family language policy of Slavic immigrants in Georgia based on quantitative and qualitative data related to self-assessment of knowledge of English and Russian languages depending on the sphere of life and type of speech activity (reading, writing, speaking, listening), motivation for the choice of the place of residence, social characteristics, the ethnic composition of the family, participation in the cultural life of the diaspora, etc.
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Children’s literature, especially stories are a source of values. They are always topical because their content although sometimes fantastical is a reflection of real life of people all over the world. They are interesting, emotional and influence the formation of child’s personality. They provide context for teaching and acquisition of vocabulary and grammar.
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Learning English through poems and rhymes is a basis for success with very young learners. They make English fun and memorable. Poems and rhymes in the foreign language introduce young learners to poetry. Working with rhymes children start creating their own. Thus they contribute to the development of learners’ language awareness (pronunciation, structures, use), memory and creativity.
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Learning English can be easy, fun and useful in early childhood. Through games and entertainment, children quickly and imperceptibly learn words and expressions
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Game as a method of teaching children aids the development of their language and communicative skills, of their thinking and social skills. It can be used for teaching, practicing, revising grammar and vocabulary, for realizing cross-curricular links. It is the most suitable method for work in the kindergarten since it heightens motivation, brings fun, thus contributing to the effectiveness of the educational process. Therefore, I suggest a situation plan based on games.
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This article aims to show the importance of play, as a method of learning, in the transition from kindergarten to school. It views the differences and similarities in preschool and early school education as well as the use of digital tools in education. The Kahoot platform, which is presented, allows teachers to choose the materials to be practised or tested. Through a developed test, which is suitable for children of preschool and primary school age, we tested their lexical knowledge of English in a more accessible and fun way. The results and the summary of a survey distributed for completion after taking the test are included in the paper
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The idea about Free Association Tests is used in the present article. The informants examined for the purpose can be divided into two main groups. The first one comprises third and fourth primary school graders, i.e., 8 to 10-year olds. The second one includes a bit older pupil – sixth grade – 12-13-year olds. These results are compared to those of research on college students’ associations and some other research works
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The subject of the article is to discuss the research carried out at the Department of Romance Philology of the University of Szczecin. The research was conducted during a two-hour public speaking workshop based on the modified Toastmasters approach (the Modified Toastmasters Program), taking place weekly during the winter and summer semesters of the academic year 2014/2015. The results of our research (Kalińska, 2009) show that some students do not speak either for linguistic reasons (fear of making mistakes) or more personal ones (shyness). One of the first necessities was therefore to get the students to participate on their own. It is certain that the atmosphere of the class plays a significant role: an atmosphere conducive to communication is more likely to make students overcome their small blockages and their shyness, and to make them express themselves more freely without fear of being judged by others. In our opinion, the method inspired by the Toastmasters approach greatly promotes the climate of trust sought, facilitates the participation of all students and allows to overcome the stress associated with speaking in public due to the constant exposure to anxiety-provoking situations and the progressive habit of speaking in the group. To conduct this research, the mixed method was used, i.e. the combination of quantitative and qualitative methodology. The activities proposed in the workshop were aimed at reducing language anxiety and developing public speaking skills through behavioral and cognitive therapy exercises, including cognitive restructuring, systematic desensitization, skills training and public speaking training (oral communication and leadership activities). This study shows the positive effects of the Modified Toastmasters Program on reducing language anxiety and developing public speaking skills.
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The purpose of the present article is to present a model for a content-based textbook as a teaching resource in the subject of English for medical purposes. We aimed at enhancing the quality of specialised foreign language teaching offered at university level as well as optimising and streamlining the training process. Based on the communicative approach, a conceptual model of the course Professional Communication in English for the specialty of medicine is demonstrated with incorporated lexico-grammatical tasks to develop the four language skills of speaking, reading, listening, and writing at level B2 (CEFR). The authenticity and the relevance of the learning content is verified with the help of a pre-compiled corpus of professional texts and keyword list collections. Each textbook text is checked for the extent of compatibility of its lexical content to the corpus keyword list for the purposes of focused instruction in the EMP classroom
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The teaching of Romanian as a foreign language follows current pedagogical trends, undergoing a paradigm shift from a teacher-centred to a learner/student-centred approach. In the present case, this shift is even more visible in specialised language courses, where mastery of the target language vocabulary isa direct indicator of learners’ linguistic competence (Nyikos, Fan 2007). The pandemic context and the dynamics of the labour market have led to a shift away from the traditional role of the te’cher, who has also become a creator and provider of teaching materials, as well as a facilitator of their use when talking about digital teaching resources (Hall 2013). The present paper aims to discuss a number of innovative methods of review and assessment that could be used in the specialised languages course of the Preparatory Year of Romanian for Foreign Citizens.
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It is widely acknowledged that metaphors and idioms play a key role in understanding the ways in which people from various cultures construct and envisage the world via their mother tongue. Having in view the tight interconnections between language and culture, the ESP teaching process should when it comes to the teaching of metaphoric and idiomatic expressions. The literature has highlighted the importance of teaching idioms and metaphors also in specialized languages, such as economics, law and medicine; for instance, in business, color symbolism and idioms can be employed in order to communicate the key features of a product. This paper tackles several aspects related to the concept of metaphor and idiom, the meanings conveyed by various color idioms in business English, the importance of teaching idioms to ESP students (with a focus on business English), and briefly presents several recommended activities that can be employed when teaching (business) idioms.
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The present-day society is characterized by a wide range of channels within the framework of which communication and language have a particular role in the transmission of specialized knowledge. The function and connotation of any conversational exchange implies the subject to acknowledge the norms and expectations as regards language that are assumed by the participants in a context.The perception of the world depends on ideologies whereas the concept of power constrains language use and, therefore, communication with others; the notion of context, accounting for the situatedness of oral expression or text implies concrete properties of participants and social identities, roles, relations as well as social actions of a specific case.
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