The purpose of the study is to identify how the differentiated teaching of reading used in teaching the German Language influences the development of information search autonomy in the tertiary students majoring in Philology. The study employed quasi-experimental research that used mixed-methods to collect qualitative and quantitative data. The study was of a one-group only type. German Language proficiency, reading skills, students' self-efficacy were the variables for the study. The study found that The differentiated teaching of reading used in teaching the German Language had positively influenced the development of information search autonomy in the tertiary students majoring in Philology which was measured at the pre-treatment and post-treatment stages through the variables such as German Language proficiency, reading skills, and students’ self-efficacy. Due to the approach used in the study, the sampled students experienced a statistically significant change in all the variables. The German Language proficiency level increased by 18,1 grades, test grades in reading skills improved by 21.00 grades, and students’ self-efficacy increased by 1.53 points. The values obtained through the calculation of correlations between the variables showed a statistically significant correlation between them. There was a positive relationship between GLPT and GLRST (r=.51,p> .05); between GLP and SSE (r=71,p< .01); and between GLRS and SSE (r=.53,p> .05).
This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students’ English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students’ cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.
This study examines the issues of teaching foreign students to read in English in the period of distance learning. The relevance of the problem under study is driven by the need for implementation of non-standard systems of teaching students the reading techniques in response to the quarantine isolation, due to the inability to undergo training according to the standard scheme. The purpose of the paper is to investigate and determine the main directions to consider the problem at hand, with an indication of its specific innovative solutions. A combination of analytical and logical research methods with a detailed analysis of available studies in the chosen field was chosen as the leading approach to the investigation of this question. The main results of this paper are: a statement of the availability of unlimited opportunities in this field, with the development of the Internet-based teaching technologies, and the recognition of the fact that the level of technical equipment of Ukrainian universities corresponds to that necessary for conducting successful classes with foreign students online in order to teach them to read in English. Prospects for further research in this area are determined by the urgent need for the development of distance learning in general and to teach foreign students to read in English, in particular, using innovative solutions that increase the overall efficiency of the teaching process.
Background: The need to develop students’ socio-cultural competence is grounded in the socio-cultural framework which places a meaningful emphasis on interpersonal interaction as a significant motivating force of human learning and development. In this theoretical framework, ‘approaches’ and ‘principles’ of teaching foreign languages (FL) are viewed as the two essential methodology concepts affecting both FL learning and building socio-cultural competence. In a regular classroom, the suggestions to enhance socio-cultural competence through reading poetry are voiced. Socio-cultural implications for classroom activities include using specific approaches and principles which help identify a fundamental relationship between language and culture. Teaching a FL through poetry enables students to perceive the nature of the relationship between language and culture. Purpose: The article aims at selecting approaches to developing students’ socio-cultural competence in reading through poetry works. It presents the definitions, determines principles as well as provides analysis of the approaches in terms of their implementation in FL training. Results: The role played by culture and language in human development is an essential aspect of this research. The findings of the study prove that socio-cultural competence in reading emphasizes the interdependence of social and individual processes in the construction of FL knowledge. As a result of the research, this article shows that the theoretical basis is formed by the following approaches and principles in developing students’ socio-cultural competence in reading through poetry works: competency building, hermeneutic, communicative and country-study approaches. The article gives detailed analysis of each approach. The approaches and principles mentioned provide developing socio-linguistic competence in reading and can be integrated in the process of studying. Discussion: Authentic English poetry provides invaluable information about the life of British society. However, before using authentic poems in the classroom, they should be carefully selected against certain criteria of building socio-cultural competence in reading through poetry as well as pedagogical conditions which provide developing socio-cultural competence. Attention should be paid to motivate students’ interest towards the target culture enabling them to be culturally adequate speakers of English
Анотація. У статті аналізується проблема інтерпретації майбутніми філологами іншомовного поетичного тексту. Вилучення інформації поетичного твору зводиться не лише до розуміння самого тексту, але й розвитку емоційної сфери студентів-філологів, вміння сприймати різні конотації слова, розуміти імпліцитне значення окремих елементів твору та його загальної символіки, що формує лінгвосоціокультурну компетентність у студентів-філологів. Метою статті є детальний огляд і упорядкування видів текстової інформації поетичного твору, серед яких автор виділяє фактуальну, підтекстову, емотивно-оцінну та концептуальну інформації. У статті пропонується викладення власного бачення автора щодо методологічної основи використання кожного виду інформації як засобу формування у майбутніх філологів умінь інтерпретації іншомовного поетичного твору. Ключові слова: поетичний твір, текст, інтерпретація, контекст, мовні засоби, фрагмент тексту, імплікат.Summary. The purpose of this paper is to present a broader analytical insight to the foreign poetry interpretation which is considered the process of investigating a poem's form, content, structural semiotics and history in an informed way. The paper explores and highlights some of the strategies used to interpret poetry through different textual information types, which remains in the focus of modern scientific research. The emphasis is placed on the detailed characterization of information types in poetic texts. The author defines factual, subtextual, emotive and evaluative, conceptual information through providing clear descriptions of each type as a means of formation of students' socio linguistic competence in foreign poetry reading. More specifically, the ability to make interpretation and inferences of the poetry is the ability to use two or more pieces of information from a text in order to arrive at a third piece of information that is implicit. The meaning of a word can be as simple as a pronoun which associates with a previously mentioned person. Or, it can be as complex as understanding a subtle implicit message, conveyed through the choice of particular vocabulary by the writer and drawing on the student's background knowledge. The researcher develops the idea that the relation between vocabulary knowledge and lexical inferencing is a complex one. Each time a word is used in a different context, the word acquires a new nuance of meaning depending on the type of information which the student must infer on the basis of linguistic and extralingual knowledge. Poetry interpreting skills are important as poetry is often written with restrictions around form and structure, and writers are often concise in ways that make poems cryptic or very dense with techniques and meaning. The article proves that reading and interpreting poetry according to the textual information types should be integrated in foreign language teaching to develop not only linguistic skills but also critical thinking and the ability to understand other cultures by means of interpreting figurative language.
Досліджена проблема добору, адаптації та презентації поетичних текстів, які використовуються для формування у майбутніх філологів лінгвосоціокультурної компетентності в читанні. Розроблено методичну систему роботи над навчальними культурознавчими текстами та подано низку критеріїв, за допомогою яких якісно оцінюється текстовий матеріал із метою використання його у освітньому процесі. Ключові слова: критерії відбору; автентичність; лінгвосоціокультурна компетентність; поетичний твір Актуальність проблеми. Поетичний текст, включений в освітній процес, має бути зразком писемного мовлення, змістовна структура якого становить етнокультурну інформацію, спрямовану на формування лінгвосоціокультурної компетентності (ЛСКК) студентів. Зважаючи на те, читання та інтерпретація текстів, з одного боку, потребує наявності у студента певних пресупозиційних знань, а з іншого, кожен поетичний твір має стати джерелом фактуальної, концептуальної, підтекстової та емотивно-оцінної інформації. Аналіз попередніх досліджень і публікацій. Проаналізувавши наукові праці, присвячені критеріям добору текстів, таких науковців, як Л.
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