scholarly journals Authentic media texts in the professional training of students studying international relations

2021 ◽  
Vol 11 (6) ◽  
pp. 161-178
Author(s):  
Nataliia Evgenjevna Merkish ◽  
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Professional Training ◽  
Negative Impact ◽  
Relevant Information ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Historical Period ◽  
The Media ◽  
Media Texts

Introduction. The article examines the problem of using authentic media texts in the professional foreign language instruction of students studying international relations. The purpose of the article is to identify the main advantages and controversial aspects of using foreign media texts, to propose a step-by-step algorithm for their analysis, as well as recommendations aimed at neutralizing their impact on students. Materials and Methods. For this study, the following methods were used: analysis of scholarly and theoretical literature and authentic teaching materials, survey and questionnaires, analysis of empirical data and their systematization. The empirical study was conducted over two years. The research sample consisted of university students from nine groups (n = 79) studying advanced German as a second foreign language at MGIMO University of the Russian Foreign Ministry. Results. The article summarizes the experience of studying the process of professionally oriented foreign language teaching, built on the basis of authentic media texts. The advantages of their application are revealed: the texts of foreign language media are available, relevant, and diverse in style and genre characteristics. They are considered as a source of cultural and professional-relevant information. Their implementation has a positive effect on the development of all language skills and types of speech, affects the development of verbal and non-verbal speech, and increases motivation. The negative aspects include the following: foreign texts often have an ideological orientation, consequently, they are able to influence the recipient’s opinion, their consciousness and subconsciousness, manipulate ideas about events and phenomena of the surrounding reality. The proposed algorithm for analyzing the media text includes the following stages: evaluating the mass media, analyzing the subject matter of the text, considering the historical period of its writing, identifying the main realities, hypotheses and argumentation of the author, and ideologized structures. The final stages are comparing the source with texts in a foreign or native language, building a personal position, and mastering lexical and grammatical means of expression. Conclusions. As a result of the study, with the aim of using the advantages and leveling the negative impact, recommendations were proposed and an algorithm for analyzing the media text was developed. The implementation of this algorithm allows students to preserve their cultural identity, and prepare for professional communication.

scholarly journals Classroom Management in Foreign Language Education: An Exploratory Review

2018 ◽  
Vol 20 (1) ◽  
pp. 153-166
Author(s):  
Diego Fernando Macías
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Negative Impact ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Language Classes

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods. 

scholarly journals Czy pojęcie dyskursu jest przydatne w glottodydaktyce?

Neofilolog ◽  
2012 ◽  
pp. 7-25 ◽  
Author(s):  
Weronika Wilczyńska
Keyword(s):  
Social Sciences ◽  
Discourse Analysis ◽  
Foreign Language ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Foreign Language Pedagogy ◽  
Communicative Practices ◽  
Language Pedagogy ◽  
Interdisciplinary Nature ◽  
The Media

Despite its growing popularity within the humanities and social sciences, the concept of discourse (and also discourse analysis) continues to be perceived as rather vague by those who are not experts in the domain of discourse analysis. The aim of the present paper is to acquaint non-specialist readers with the multifold, interdisciplinary nature of discourse in order to further consider its usefulness with reference to foreign language pedagogy. It is argued that a wider use of this concept may lead us to a more coherent view of the main issues underlying our field, namely by integrating into our thinking both social and individual communicative practices. This idea is illustrated with selected conceptual tools and the views advanced by leading French discourse analysts (e.g. Charaudeau, 1993, 2010; Maingueneau, 1996, 2005) and, up to this point, mainly exploited in studying the media and public communication. Moreover, the importance of typological dis­tinctions in foreign language pedagogy is stressed and an example of a discursive approach to foreign language instruction is provided. At the same time, attention is drawn to inherent and/or objective limitations on and difficulties in a wider use of the concept of discourse. These problems notwithstanding, the conclusion points to the fact that, given the complexity of our do­main, it is hardly conceivable nowadays that we can be content with over­simplified formulae and limited, one-sided theories.

THE POWER OF LANGUAGE AND THE LANGUAGE OF POWER

2020 ◽  
pp. 96-105
Author(s):  
Lyudmila A. Khalilova ◽  
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Conceptual Approach ◽  
Analytical Skills ◽  
The People ◽  
Innovative Environment ◽  
A Chain ◽  
And Behavior

A language cannot be a simple template of human activity; a language is the history and culture of the people, their long and thorny road to civilization. The informative nature of a discourse will be insignificant if we only take into consideration the visible data of the text. The single viable way to carry out research on the mentality and behavior of the representatives of different cultures is to dig into the implication and the conceptual framework of the discourse. The author’s idea might be interpreted according to the background knowledge of the reader. Such an approach turns the text into a conglomerate of sense messages that reveal the power of the language and its inextricable link to the history, culture and civilization of the nation whose language the students learn. This notional “intervention” is akin to a chain reaction and the language develops into a means of power over a human being. The conceptual approach to a foreign language material helps improve students’ cognitive and analytical skills, turns the educational process into a particular type of an innovative environment, leads to motivation increase in a foreign language instruction.

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tomas Kos
Keyword(s):  
Foreign Language ◽  
Peer Interactions ◽  
Language Instruction ◽  
Data Sources ◽  
Foreign Language Instruction ◽  
Young Learners ◽  
Multiple Data ◽  
L2 Development ◽  
Post Test ◽  
Mixed Age

Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

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