Focus on Language Education and Research最新文献

{"title":"DIDACTIC POTENTIAL OF DISCOURSE MARKERS IN TEACHING READING IN ENGLISH","authors":"A. Shugaeva","doi":"10.35213/2686-7516-2021-3-3-48","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-3-3-48","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133638401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A CONSTRUCT OF INTERCULTURAL COMPETENCE FOR YOUNG LEARNERS","authors":"Perm Krai","doi":"10.35213/2686-7516-2021-3-3-12-30","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-3-3-12-30","url":null,"abstract":"The paper tackles the issue of forming a basis of intercultural competence for young learners. Considering the fact that we live in the globalized world and in the era of communication technologies this issue is becoming more and more acute. It is getting incredibly easy to explore other nations and cultures either by travelling or by using social media. This fact has greatly influenced foreign language teaching. The goals of this paper are to develop the theoretical construct of intercultural competence for young learners, to analyze the current English textbooks – both Russian and authentic ones – on the matter of knowledge, skills ,and abilities that are represented and formed in them, and to compare the theoretical and practical results of the research: What is lacking? What can be added? As a research method, a theoretical analysis of the academic literature is used. Analyzing the educational documents, the theory of socio-cultural competence developed by Doctor Victoria Safonova and M. Byram’s theory of intercultural communication, I found out that it needs to be specified for young learners. As a result, the construct of intercultural competence for young learners is developed. The construct includes a set of knowledge, skills, acquired practices, abilities and attitudes. Furthermore, this construct might be useful for creating a set of tasks for developing young learners’ intercultural competence. Second, the current English textbooks, both Russian and English ones, were analyzed according to the knowledge, skills, abilities and attitudes represented in them. Then the author of the paper compared the practical construct from the English textbooks with the theoretical one by searching for the areas where intercultural competence might be developed more fully. As one of the possibilities to teach intercultural communication to young learners the author suggests organizing cultural – exchange between Russian and English-speaking students trough project work. Such work will allow students to deepen their intercultural knowledge and practice their cultural observation by comparing different cultures.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116204765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"QUEST-ORIENTED ASSESSMENT AT THE ESP CLASS","authors":"S. Koltakova","doi":"10.35213/2686-7516-2021-3-3-5-8","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-3-3-5-8","url":null,"abstract":"The problem of finding the most appropriate, sophisticated or innovative approach, technology and method of teaching English for specific purposes has always drawn the specialists’ attention. Nowadays a promising graduate of any educational institution is to be able to establish professional communication not only in the native language, but also in a foreign one. A graduate of a military academy is not an exception. Peacekeeping operations, joint military exercises, international exhibitions, war games require military specialists, who are able to react to standard and non-standard professional communicative situations. The author focuses on the necessity of professionally oriented approach to language teaching and the definition of the language for specific purposes. Special attention is paid to the notion of assessment and its peculiarities at the ESP class. Apart from being communicative, systematic, diagnostic, developing and educational, assessment is also to be professionally-oriented, so existing methods of it should be modified to meet the requirements of the future profession. This research paper is aimed at identifying the advantages of quest-oriented form of assessment over the traditional one and proving with the help of the experiment that quest is one of the most appropriate forms of evaluating the students’ progress at the ESP class. The methods of the research include observations on language competency development (80 students were observed throughout two years); comparative analysis of examination results. The experiment has shown that quest-oriented assessment creates the situations of professional communication in the most realistic way. Such designed situations of profession-oriented communication enable a teacher to assess the level of skill development and enhance students’ motivation. The author presents the models of tasks involving all language skills that can be adapted to other professional spheres. The outcomes of this research may be of high value to teachers who are dedicated to creating appropriate and effective assessment for ESP classes.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134251460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE PROBLEM OF FEDERAL REGULATORY SUPPORT FOR INCLUSION IN RUSSIA","authors":"E. Danilova","doi":"10.35213/2686-7516-2021-3-3-9-11","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-3-3-9-11","url":null,"abstract":"The article presents the results of the analysis of the regulatory and legal support of inclusive education in Russia as the effective implementation of inclusive education, first of all, depends on high-quality, comprehensive regulatory and legal support, which, in its turn, regulates the resource support of inclusion, namely: regulatory, financial and economic, program and methodological, personnel, material and technical.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"266 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133638945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"METASUBJECT LEARNING OUTCOMES AND RELATED TERMS: A COMPARATIVE STUDY","authors":"L. Dichinskaya","doi":"10.35213/2686-7516-2021-3-3-45-46","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-3-3-45-46","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126444405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PUNCTUATION ERRORS MADE BY RUSSIAN-SPEAKING STUDENTS IN ENGLISH TEXTS","authors":"A. Mullina","doi":"10.35213/2686-7516-2021-3-3-47","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-3-3-47","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124805722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHING MODELS IN THE CONTEXT OF OVERCOMING THE LANGUAGE BARRIER","authors":"I. Korytina","doi":"10.35213/2686-7516-2021-2-2-5-9","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-2-2-5-9","url":null,"abstract":"This study compares the models of passive, active and interactive teaching a foreign language and focuses on the educational task to overcome the language barrier by learners. Furthermore, it gives practical advice for educators to help students tackle communication problems through “Novelty of the Object principle”, “Ball Gaming”, a priority list and others. It emphasizes the three main aims of “Ball Gaming” such as the effect of unexpectedness provided by sparkling, musical and colorful balls, eradicating students’ phobias and blocks and preventing students from cheating as while catching and returning the object to the teacher or another student, it is impossible to be distracted. Moreover, the conducted research proves the specific aims of the passive, active and interactive teaching models and reveals the proportion of the most effective time consuming for them in the classroom environment. It also provides strategies for teachers contributing to encouraging shy and dyslexic students to communicate freely and avoid stress. The study also reveals the spheres of application of the above- mentioned models in the educational process when teaching the English language. More than that, the study points out the role of health care in the educational progress and, firstly, gives recommendations for dynamic interactive activities. Secondly, it emphasizes the role of hygiene providing washable visual tactile materials used in “Ball Gaming”. Finally, this research proves that interactive teaching is the most efficient model of education to help learners overcome the language barrier as the educator arranges the process using dialogues, polilogues and group work among the learners using dynamic pupil-centered activities. Following a logical combination of the above-mentioned models the educator could gain excellent results to explain, activate, practice, systematize and test the learning material and contribute to eradicating the language barrier by the learners.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"247 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134262482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A HOLISTIC APPROACH TO EMI: WHERE IS THE LANGUAGE TEACHER?","authors":"K. Westbrook, C. Westbrook","doi":"10.35213/2686-7516-2021-2-2-29-33","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-2-2-29-33","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114573740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PRE-LISTENING AND AND PRE-READING STAGES’ ACTIVITIES FROM THE SPEAKING SKILLS DEVELOPMENT PROSPECTIVE (based on Skyeng lesson development practice)","authors":"K. Smyshlyak","doi":"10.35213/2686-7516-2021-2-2-10-13","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-2-2-10-13","url":null,"abstract":"The article focuses on the possibility of usage of Pre-listening and Pre-reading stages not only for traditional purposes of perception facilitation, but for development of students’ speaking skills. There have been presented typical exercises which fulfil the traditional aims of these stages together with the new aims. The topicality of the research lies in the attempt to shift the traditional aims of the Pre-reading and Prelistening stages to those which are aimed at student’s speaking for fluency skills. The authors claim that this practice might help design more student-centered lessons and balance the teacher and the student talking time during the lesson. All the practices described in the article are currently used during development of ESL/EFL lessons in Skyeng school which is one of the market leaders in the sphere of online English teaching. There have been justified the reasons why these practices are seen as preferred and important in the process of lesson development. The following research methods have been used: critical analysis of scientific sources and data; experimental studying (through the educational Vimbox platform in Skyeng); direct observation method. The outcomes of the research may be applied both in an online and traditional offline classroom environment to design student-centered ESL/EFL lessons.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"422 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114015783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEARNERS TYPOLOGY: LANGUAGE ACQUIRERS VS LANGUAGE LEARNERS","authors":"N. Igolkina","doi":"10.35213/2686-7516-2021-2-2-23-28","DOIUrl":"https://doi.org/10.35213/2686-7516-2021-2-2-23-28","url":null,"abstract":"Krashen’s Monitor Model has been arousing considerable debates for many years and learningacquisition distinction described by the author has become the subject of criticism from both researchers and teachers. But the controversy which is revealed in the Monitor Model and in the follow up literature is not resolved yet. Moreover, scholars and language teachers provide ample justification to foster this hot discussion. We have carried out literature study, introspective and retrospective analysis to examine our own experience as a teacher and as a language learner, and have studied cases described by many other language teachers in a number of teachers’ forums from 15 professional network groups. It is shown that individual learner differences are the key factor which should be taken into consideration when describing the process of second or foreign language mastering. Language learning and language acquisition should not be opposed to each other as they present different means of developing language skills used by different learners. As a result, some learners demonstrate process of language learning characterised by careful grammar rule studying and benefit from error correction, while others develop language skill through subconscious acquisition. Thus, we state that learners fall into two types: language learners and language acquirers whose individual differences predetermine the way learners study the language. The type of a leaner defines the peculiarity of language skill development.","PeriodicalId":337132,"journal":{"name":"Focus on Language Education and Research","volume":"490 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122751354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}