One of the most important components of professional competence of a modern competitive specialist is a high level of foreignlanguage communicative competence, which leads to the search for the most optimal ways of teaching foreign languages. The article deals with the linguistic and didactic potential of social advertising texts as an effective means of formation of intercultural communicative competence of students in teaching Frenchas a foreignlanguage. The importance and expediency of the use of social advertising in the classroom for the practice of speech and linguistic studies in the language University is being proved. being an authentic resource, it contributes to the immersion of students in the socio-cultural reality of the country of the studied language and can act as an auxiliary tool in mastering the skills of listening, speaking and writing and the formation of intercultural communication. In the course of the study it was found that social advertising materials are not only one of the effective means of formation of foreignlanguage communicative competence, information, analytical and creative skills of students, but also contribute to the formation of value orientations and behavioral models of modern students in accordance with specific social norms and ideals through polycode advertising text. Thus, it can be stated that social advertising is a means of moral and cultural enrichment of the individual.
This is a bilingual (English-Spanish) dictionary of phrasal verbs presented as an Android app which resulted from the bilingualization of the author‘s compilation of 6,130 phrasal verbs obtained from monolingual phrasal verbs learner‘s dictionaries: The Second Edition Oxford Phrasal Verbs Dictionary (2007), MacMillan Phrasal Verbs Plus (2005) and the Second Edition Cambridge Phrasal Verbs Dictionary (2006). This vast collection of phrasal verbs along with their Spanish equivalents, grammar patterns, meanings, examples, collocations, synonyms, opposites, usage notes, idioms, and derivative nouns or adjectives serves as a tool for improving the translation skills in students of the degree course English Language with Frenchas a Second ForeignLanguage, from the Central University ―Marta Abreu‖ of Las Villas. Taking into account your experience and your high instructional level, I would like to submit this dictionary to your evaluation. Thanks in advance, and it is important for you to know that your criteria will be really valuable for this diploma paper.
Hence, introducing Culture in a more integral way into the language classroom would have a profound impact on the overall goals of the language curriculum, which is a motivation to reconsider why learners are taught to communicate in a foreignlanguage at all. According to linguists, for most of the history of English Language Teaching, there has been the largely unquestioned assumption that learners are trained to become as close to native speakers as possible, in the gloomy knowledge that few will reach that particular goal. Corbett (2003) stands out that the three previous mentioned processes: acculturation, enculturation and sociopolitical education should be taken into consideration within the sphere of language learning, in order that learners can extend their proficiency aslanguage users and cultural beings, which serve as a launching- point for their further education much more beyond approaching native speakers‘ language proficiency.
The relationship between the two languages must then be considered. Albert and Obler (1978) claim that people show more lexical interference on similar items. So it may follow that “ languages with more similar structures (eg English and French) are more susceptible to mutual interference than languages with fewer similar features (eg English and Japanese)." On the other hand, we might also expect more learning difficulties and thus more likelihood of performance interference at those points in L2 which are more distant from L1, as the learner would find it difficult to learn and understand a completely new and different usage. Hence the learner would resort to L1 structures for help (Selinker, 1979; Dulay et al, 1982; Blum-Kulka & Levenston, 1983; Faerch & Kasper, 1983, Bialystok, 1990 and Dordick, 1996).
Pedagogically, this research is backed up by the Socialist Pedagogy. This pedagogy claims the need of an active and conscious involvement of the students in the teaching learning process so that the students become not only the object of education but its subject. This kind of participation occurs when there is the need that encourages the students to learn as every human action is determined, motivated, and influenced by the need to accomplish a goal. This proposal is methodologically based on the communicative approaches. The communicative teaching of any foreignlanguage has to work along with the principles of a communicative methodology. These principles were proposed by Keith Morrow (1981) and Neil Neiman (1989). The authors selected those that fulfill the proposal’s objective. Among them it can be found: meaningful practice beyond the sentence level, student-centered class, and task orientation of classroom activities.
In the English Language course with a second foreignlanguage: French at the Universidad Central «Marta Abreu» de Las Villas, there are some limitations in the basic and complementary bibliography of the subject English Language II. The purpose of this research was to propose a Digital Library to systematize the bibliography to satisfy the students’ needs. The study was carried out from a qualitative methodology. The needs analysis allowed the selection and organization of the bibliography for the proposal. For the design of the Digital Library for English Language II (DLELII) the Greenstone Digital Library Software was used. Specialists from the area of English Language and Scientific and Technological Information evaluated the proposal and agreed that it meets requirements such as bibliographic completeness, updating, variety of sources, easy accessibility which resulted in a valid proposal for the improvement of the teaching and learning process of the subject.
The main purpose of this subject is to provide students with the theoretical and practical bases of CLIL (Content Language Integrated Learning) in order to promote foreignlanguage learning and teaching through contents at different teaching levels. Moreover, we want our students to be able to identify, analyze and create CLIL materials, as well as to assess the knowledge acquired.
Based on the findings obtained from the pedagogical intervention, it is necessary to provide YLs with real opportunities to participate, practice and to interact in English, mostly when learning a foreignlanguage, It is important to mention that every storytelling session YLs previous knowledge was taken into account, so based on that, we realized that students builds their own learning by making the relationship of what they have learned in terms of what they already know, for that reason the material has to be carefully selected depending on what it is going to be taught, the content of the stories must contain educational purposes.
The negative aspects of testing the systematic ranking of students by the level of assignments to be performed in the academic year of 2017-2018 should include: 1) psychological discomfort of the student who is always the last on the list; 2) gradually forming psychological fatigue of the group as a result of intensive educational activities. To reduce the negative consequences of studying in the second semester (the next four months), a system of encouraging tasks for low - performing students (a variety of creative tasks that helped them realize their potential and improve speech quality) was devised and a group work with account taken of the interaction of advanced and weaker students (dialogs, mutual testing, mutual control, etc.) was organized. However, the basic principle of rating control and ranking was retained.
In the future, students of philology begin their acquaintance with the course of Russian literature, therefore, it is necessary to consistently introduce and consolidate a significant number of phraseological units. At this stage, an essential role is played by the relationship of Russian teacher with the literature teacher in order to avoid duplication, as well as for the division of labor in the matter of the presentation of phraseology. The student meets the phraseological unit twice: at lectures in literature and in Russian classes, it memorizes language ways of expressing a phraseological unit better; this will have a fruitful effect on its assimilation.
The model of an industrial society that had prevailed since the end of the 18th century until today has been quickly replaced by a “digital economy” based on the use of optical fibers, computers and networks. The digitalization and diffusion of information and knowledge throughout computer networks are having great implications. Nowadays, most of the communications and human transactions are digital, they are stored in computers and travel quickly from some network places to others. The application of ICT is changing our lives up to such a scale that we have been obliged to modify concepts such as time and space, even the notion of our reality itself has to be analyzed.
In the curriculum of the course the main descriptors analyzed were the general objective for the academic course, exercise of the profession, fields and areas of action. The general objective states that the graduates must be able to solve problems related to the interpretation of texts in English or the second foreignlanguage: French into Spanish and with the teaching and learning process of foreign languages in higher education taking into account ethical, economic and environmental considerations. They have to be mediators in the communication between Spanish speakers and non-Spanish speakers, from English or the second foreignlanguage to Spanish and vice versa and be able to teach English or the second language. Their professional performance will be mainly in areas of tourism, international events and foreign affairs, etc.
La asignatura Teaching English as a ForeignLanguage I pretende introducir los fundamentos teóricos sobre la adquisición y el aprendizaje de una lengua adicional y empezar a preparar a los alumnos para la impartición de las distintas asignaturas a través del idioma inglés.
One of the objectives of this research was to explore and describe what errors caused by the influence of Spanish are present in the written productions of two groups of students. The first group consisted of students attending the course “English with General and Academic Purposes I” at Universidad del Valle. The second, comprised students pertaining to different courses of “English with General and Academic Purposes II”. The other objective was to describe how the influence of the mother tongue, which initially contributed to errors in writing, can be used to help them improve their use of the foreignlanguage. As stated before, if students can be more aware of the differences and similarities between both languages, it could be easier for them to understand foreignlanguage structures. However, it is important to highlight that the teacher should take the first step to guide the students down this path since they may not do this completely on their own due to different reasons. One possible reason is that perhaps students simply do not know this is an option. This, in turn, could be linked to the fact that maybe they have been told many times that in order to learn the foreignlanguage they need to stop thinking in Spanish and start thinking in English. Hence, they might consider that their mother tongue cannot make positive contributions to their learning of the foreignlanguage.
La asignatura Teaching English as a ForeignLanguage I pretende introducir los fundamentos teóricos sobre la adquisición y el aprendizaje de una lengua adicional y empezar a preparar a los alumnos para la impartición de las distintas asignaturas a través del idioma inglés. Se destaca el carácter práctico de este módulo con amplias oportunidades de interacción, intervención y exposición por parte del alumnado. No obstante, los alumnos adquirirán las teorías más relevantes acerca de este enfoque con lo cual, recibirán la formación inicial para su futuro trabajo como profesor en educación infantil y/o primaria.
Finally, to answer the last research question, an oral task in which 3 activities were combined was administrated to the whole group, using pair of YLs. The following data collected from the final evaluation task of CSs training, may interpreted as the CSs for self-correction and self- repetition were the ones used more frequently by YLs. Other strategies with the most number of YLs were the CSs for: asking for confirmation, repetition and clarification. Thus, these were the strategies found as the ones YLs already have. In the cases of paraphrasing and circumlocution CSs, not all the YLs could perform them as well as the ones they already have. The other new CSs such as pausers and mother tongue switching were avoided, by some high proficiency YLs and the low proficiency YLs applied them more often to gain time and express an unknown word in English.
Starting with SLA, High (1993) assured that in an EFL setting the four skills are developmental and they are mastered in sequence. This is first students understand what they are exposed to through listening and this exposure helps them later structure students’ speaking. Regarding reading, there is more comprehension of texts than what they can write. Thus, these skills are better learnt through exposure, practice and feedback. As this population had been under the intervention of a consultancy program which has monitored teachers as well as students, it is expected that they had mastered at least listening and reading, and now it was time to pay more attention to the productive skills: speaking and writing.
The objective of the research was to demonstrate how phonics instruction is part of the reading readiness process, which requires different activities to provide deeper understanding and mastering of the skill. Using Ana’s student portfolio it was possible to demonstrate the knowledge that she has accumulated since the school year began. As part of the beginners’ course, she has adjusted to the level requirements without difficulty. Her preparation on pre- reading skills is on track and in accordance to the outcome expectations of Kindergarten level English. Additionally, it can be said that if Ana continues with her current progress, she should be able to grasp the concepts of phoneme blending, deletion, segmentation and manipulation once they are taught before the school year ends.