scholarly journals Teaching foreign languages in soviet and present-day Russia: A comparison of two systems

2015 ◽  
Vol 47 (2) ◽  
pp. 305-324 ◽  
Author(s):  
Victoria Ivanova ◽  
Irina Tivyaeva
Keyword(s):  
Teaching Methods ◽  
State Policy ◽  
External Factors ◽  
Foreign Languages ◽  
Soviet Period ◽  
Empirical Methods ◽  
Research Practices ◽  
Course Content ◽  
Economic Climate ◽  
New Education

The paper explores recent changes in standards, forms and practices of teaching foreign languages in the present-day Russia against the system that existed in the Soviet period. A combination of theoretical and empirical methods and research practices are used to demonstrate that the changes were for the best, although most of them were not results of well-balanced state policy meeting new education goals. The research suggests that the current boom in learning foreign languages in Russia is mostly due to the new political, ideological, social and economic climate in the country. The nature and extent of influence produced by external factors on the course content, goals, expected results, teaching methods and resources are further discussed.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

scholarly journals Metode Qur’ani Dalam Mengatasi Sikap Fanati

Wardah ◽  
2019 ◽  
Vol 20 (2) ◽  
pp. 69-86
Author(s):  
Aminullah Cik Sohar ◽  
M Randicha Hamandia
Keyword(s):  
Teaching Methods ◽  
External Factors ◽  
Guidance And Counseling ◽  
Good Teaching ◽  
Internal Factors ◽  
Causative Factors

Abstract : Fanatic is a view that does not have a theoretical backing or a foundation of reality, but is deeply embraced so that it is difficult to straighten or change. Fanatic attitudes arise in the form of excessive trust in the teachings adopted. A fanatic person in the teachings that he professes rejects all the different forms of teaching from his beliefs. The problem is how is the method of guidance and counseling qurani in overcoming fanatical attitudes. Fanatic causative factors according to the Koran are internal factors and external factors. While the Quranic method in overcoming fanatic attitudes is good teaching methods and dialogue methods. Keywords: Qur’ani method, fanatic

scholarly journals Significance of the ‘National and Cultural Component’ When Teaching Foreign Languages (Using Korean as an Example)

2021 ◽  
Vol 20 (2) ◽  
pp. 49-56
Author(s):  
Lyudmila A. Voronina ◽  
Sergey A. Letun
Keyword(s):  
Teaching Methods ◽  
Native Speakers ◽  
Foreign Languages ◽  
Lexical Meaning ◽  
Additional Information ◽  
Cultural Information ◽  
Effective Delivery ◽  
Translation Methods ◽  
Cultural Component

Key approaches to clarify the notion of the national and cultural component were explored in application to the task of teaching lexical means of communication to Russian speaking students. The authors highlight its significant features that are important in terms of the teaching methods. A number of conclusions, which are significant for this task, were made based on the results of analyzing Korean sememes. The meanings, which are correlated with the national-cultural information conveying ethnocultural realities of the native speakers of the studied language, were determined. Groups of actual issues related to the determination of the scope of national-cultural information to be mastered by the students, mechanisms of its transmission in teaching and methods for the formation of relevant associations and images were highlighted. It is shown that the scope of accumulation of national-cultural information can vary at a certain level of education, therefore, it seems reasonable to talk about the list of associations as additional information to a certain lexical meaning, which has yet to become knowledge and be subsequently used at the stages of training and application of forming the lexical skills. It is stated that in respect of the linguo-didactic aspect it seems more rational to talk about a certain number of associations necessary for complete disclosure of the lexical meaning of the words, since neither translation nor non-translation methods of semantization by themselves allow students to differentiate the corresponding concepts without additional national-cultural information. Thus, methods of the most effective delivery of such information are to be specified for better results of teaching lexical means of communication to students.

scholarly journals WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT

2017 ◽  
Author(s):  
Sylvie Doré
Keyword(s):  
Additive Manufacturing ◽  
Quantitative Analysis ◽  
Student Engagement ◽  
Qualitative Analysis ◽  
Teaching Methods ◽  
Electronic Devices ◽  
Methods Course ◽  
Course Content ◽  
Elective Course

The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course

scholarly journals Language education: problems and possible solutions

2021 ◽  
Vol 7 (4) ◽  
pp. 18-23
Author(s):  
G. Kazakov
Keyword(s):  
Learning Process ◽  
Language Education ◽  
Language Instruction ◽  
External Factors ◽  
Foreign Languages ◽  
Factors Affecting ◽  
The World ◽  
Common Problems

Although knowledge of foreign languages is now becoming increasingly necessary, language education in most parts of the world (with few exceptions) seems to be rather inefficient. This paper attempts to define the most common problems of general language instruction and their possible solutions. In the first part, linguistic, psychological, methodological and external factors affecting the learning process are singled out. In the second part, it is discussed how these problems could be solved and some practical measures are proposed.

From “Sage on the Stage” to Facilitator of Learning

2014 ◽  
pp. 237-257 ◽  
Author(s):  
Denise Passmore
Keyword(s):  
Transformative Learning ◽  
Teaching Methods ◽  
Nursing Faculty ◽  
Online Teaching ◽  
Classroom Teacher ◽  
State Universities ◽  
Full Time ◽  
Online Student ◽  
Course Content ◽  
Phenomenological Methodology

This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at 4 state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology but also ways to connect with students and develop course content that helps maintain faculty identities.

Transforming From the Classroom to an Online Nursing Educator

2021 ◽  
pp. 64-84
Author(s):  
Denise Passmore
Keyword(s):  
Transformative Learning ◽  
Teaching Methods ◽  
Nursing Faculty ◽  
Online Teaching ◽  
Classroom Teacher ◽  
Full Time ◽  
Online Student ◽  
Course Content ◽  
Phenomenological Methodology ◽  
Nursing Educator

This chapter explores through phenomenological methodology the experiences of nursing faculty who transitioned from live to online teaching. These experiences are further examined through the theory of transformative learning to determine whether participants were able to transform their teaching identity from traditional classroom teacher (sage on the stage) to facilitators of learning. One-on-one interviews were conducted with 16 full-time nursing faculty at four state universities. Findings revealed that most faculty were originally hesitant to teach online and had multiple misconceptions regarding teaching methods and online student communication. With one exception, professional development for online teaching was limited. Most participants described transforming their teaching methods and philosophies as they gained more experience. Results implicate that faculty development should focus not only on educational principles and technology, but also on ways to connect with students and develop course content that helps maintain faculty identities.

The effects of teaching methods on English learning acts of non-English majors at National Economics University

2020 ◽  
Vol 65 (9) ◽  
pp. 44-51
Author(s):  
Trang Nguy Thuy
Keyword(s):  
Teaching Methods ◽  
Control Group ◽  
English Learning ◽  
Empirical Methods ◽  
Research Groups ◽  
Effective Learning ◽  
The Impact ◽  
Basic English ◽  
Experimental Group ◽  
Selection Of

The research has used empirical methods to evaluate the impact of English teaching methods on the learning behavior of non-language major students at National Economics University. The study experimented with the selection of two research groups: the experimental group and the control group, who learn the basic English module 1 by two different teaching methods. The research results show that the experimental group being taught by positive methods has more effective learning behaviors than the control group.

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