Suchergebnisse

The article deals with the advantages of the interactive teaching method in foreign language classes. Interactive training is a special form of cognitive activity organization, the way of knowing that is carried out in the form of collective students' activity in which all the participants cooperate with each other, share information, deal with problems in common, simulate situations, estimate doings of others and one's personal conduct, dive in the real atmosphere of business cooperation for the sake of problem solving. It is necessary to emphasize that this teaching method guarantees high motivation, good knowledge and communicability that promote greatly to high level of language proficiency by students.

This article is about different methods in teaching foreign languages. For the last 20 years connections have been becoming inevitable among nations, states, organizations and countries which create a huge need for knowing another language or more multilingualism. People need to use international languages inareas such as trade, tourism, international relations between governments, technology, science and media. Here we show how to use methods of teaching fromdifferent countries. Some countries such as China and Japan prefer to teach at least one foreign language at primary and secondary school level. Teachers of all countries try to use different methods in teaching language they proper.

Multilingualism is an important element in the language policy of the European Union (EU). The European Commission encourages the EU citizens to be multilingual and promotes learning of at least two foreign languages in addition to the mother tongue. In this context, foreign language teaching and learning are of great importance nowadays. The didactics of multilingualism is a relatively new term in the European and worldwide foreign language didactics. It aims to encourage the learners' interest in foreign language learning and distance from the traditional monolingual concept in foreign language teaching. This paper stresses the promotion of individual multilingualism in foreign language teaching. It presents the main principles of intercomprehension and the EuroCom projects which concentrate on the similarities among related languages and aim to promote receptive multilingualism. In addition, the methods of "seven sieves" of the EuroComGerm project and DaFnE (Deutsch als Fremdsprache nach Englisch) are presented as learning strategies based on the contrastive comparison of Germanic languages in reading skills. The advantage of the methods is that multilingual learners discover the rules and strategies that can help them learn a foreign language. Different forms of exercises promoting multilingualism and the ones based on the principles of multilingualism didactics and tertiary didactics rarely find their way into textbooks. However, the multilingual resources should be used and adequately addressed in the teaching process. All similarities among languages, which make it easier for the learner to acquire another foreign language, are welcome aids in foreign language teaching. They not only provide orientation in a foreign-language environment but also are very helpful in learning a foreign language as a reminder. On the basis of examples, the paper explores the question of how the research on multilingualism didactics can be used effectively as a resource in foreign language teaching and how it can contribute to the promotion of multilingual competence.

Multilingualism is an important element in the language policy of the European Union (EU). The European Commission encourages the EU citizens to be multilingual and promotes learning of at least two foreign languages in addition to the mother tongue. In this context, foreign language teaching and learning are of great importance nowadays. The didactics of multilingualism is a relatively new term in the European and worldwide foreign language didactics. It aims to encourage the learners' interest in foreign language learning and distance from the traditional monolingual concept in foreign language teaching. This paper stresses the promotion of individual multilingualism in foreign language teaching. It presents the main principles of intercomprehension and the EuroCom projects which concentrate on the similarities among related languages and aim to promote receptive multilingualism. In addition, the methods of "seven sieves" of the EuroComGerm project and DaFnE (Deutsch als Fremdsprache nach Englisch) are presented as learning strategies based on the contrastive comparison of Germanic languages in reading skills. The advantage of the methods is that multilingual learners discover the rules and strategies that can help them learn a foreign language. Different forms of exercises promoting multilingualism and the ones based on the principles of multilingualism didactics and tertiary didactics rarely find their way into textbooks. However, the multilingual resources should be used and adequately addressed in the teaching process. All similarities among languages, which make it easier for the learner to acquire another foreign language, are welcome aids in foreign language teaching. They not only provide orientation in a foreign-language environment but also are very helpful in learning a foreign language as a reminder. On the basis of examples, the paper explores the question of how the research on multilingualism didactics can be used effectively as a resource in foreign language teaching and how it can contribute to the promotion of multilingual competence.

Multilingualism is an important element in the language policy of the European Union (EU). The European Commission encourages the EU citizens to be multilingual and promotes learning of at least two foreign languages in addition to the mother tongue. In this context, foreign language teaching and learning are of great importance nowadays. The didactics of multilingualism is a relatively new term in the European and worldwide foreign language didactics. It aims to encourage the learners' interest in foreign language learning and distance from the traditional monolingual concept in foreign language teaching. This paper stresses the promotion of individual multilingualism in foreign language teaching. It presents the main principles of intercomprehension and the EuroCom projects which concentrate on the similarities among related languages and aim to promote receptive multilingualism. In addition, the methods of "seven sieves" of the EuroComGerm project and DaFnE (Deutsch als Fremdsprache nach Englisch) are presented as learning strategies based on the contrastive comparison of Germanic languages in reading skills. The advantage of the methods is that multilingual learners discover the rules and strategies that can help them learn a foreign language. Different forms of exercises promoting multilingualism and the ones based on the principles of multilingualism didactics and tertiary didactics rarely find their way into textbooks. However, the multilingual resources should be used and adequately addressed in the teaching process. All similarities among languages, which make it easier for the learner to acquire another foreign language, are welcome aids in foreign language teaching. They not only provide orientation in a foreign-language environment but also are very helpful in learning a foreign language as a reminder. On the basis of examples, the paper explores the question of how the research on multilingualism didactics can be used effectively as a resource in foreign language teaching and how it can contribute to the promotion of multilingual competence.

This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts, while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country.

Technology is by far an inseparable tool to foreign language learning. Computer assistance language learning, (CALL) presented in the sixties was only the beginning of a new era in foreign language learning, to be ensued by information and communication technology (ICT) in the form of e-learning and the Internet in the recent decades. This paper aims at investigating how commonly is technology used in the foreign language classes in Albanian education system and what English language teachers (ELT) state about digitalisation effect in the learning environment and the students` performance according to personal experience. By using " Eight Questions to Ask Yourself", (Hockly N., 2011b) questionnaire adopted into test mode, comprising eight items to respond in a Likert scale, coded from 1-6, it resulted that the vast majority of ELT (91-95%) state that digitalization is time and effort effective and it facilitates the lesson presentation and is a crucial tool to enhance the foreign language environment. 42 % of ELT have a range of tools and repertoire of techniques to draw on and only 33 % design effective task types for the tool. They rely on internet application as a resource in foreign language classes. However they consider that technology is both stimulating and distracting to students, who are reportedly digital natives.

Language teaching methods, methods and procedures are constantly being re-evaluated. With the increasing sophistication of communication and the opportunities created by technology to put language skills to new uses, new ideas continue to emerge. In addition, the political, social, and economic impacts of globalization, the resulting new demands on the labor market, the quest for competitiveness, the challenges of intercultural communication, and cultural diversity have all opened up new opportunities for foreign countries to play a central role globally perspective. Language has played a role in the development of contemporary society. This article analyzes the latest developments in this field from the four major areas of methods and approaches, teacher training, classroom innovation, evaluation and assessment, and discusses the new trends in foreign language teaching.

The article describes the method of the propositional frame modeling and its application in teaching a foreign language, including the languages of the indigenous minorities of Russia. The material of the frame "berry" offers guidelines for its use in the classroom for studying foreign languages. The use of this method in teaching foreign languages helps pupils to more accurately and more deeply understand the structural, substantive and functional patterns that dominate them, helps students develop language guessing based on word formation, which is a universal way of expanding their potential vocabulary. Derived and non-derivative words are built according to the same deep structural-logical schemes – propositional structures, on the basis of which propositions are created. Propositional structures have a universal nature for all natural languages, but they are implemented quite specifically in sentences in a given language under the influence of territory, climate, life experience, and established cultural traditions of a people. Recognition of propositional structures and propositions within the frames in the semantics of derivatives of the native language and a foreign language makes it possible to see what is common in the knowledge of the world of all nations and to reveal the unique "world" of the language.

Abstract

Objective: The purpose of the article is to study current trends in the field of language policy.

Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union

Findings: The main trends of language policy are life-long learning, students' mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence.

Value Added: Analysis of the current trends in the development of foreign language competence in higher education.

Recommendations: The study of world trends in the training of specialists in general and language policy in particular.