Применение игр при обучении иноязычному чтению и говорению в начальной школе (на примере двух УМК по английскому языку)
Межпредметные связи как основа для формирования коммуникативной компетенции студентов языковых вузов
Perceptions of stakeholders towards the choice of pronunciation norms in language teacher education in Russia
Perceptions of stakeholders towards the choice of pronunciation norms in language teacher education in Russia by Alina Maslova Lomonosov Moscow State University Faculty of Foreign Languages and Area Studies firstname.lastname@example.org Abstract This article discusses the issue of teaching pronunciation to English Language Teaching majors in Russia. The study reveals that even though English has become(…)
Peeragogy and paragogy as the newest approaches to education (based on examples of some Internet-communities of English language learners and teachers)
Solving the Problem of Quality in Teaching Foreign Languages the Students of Non-linguistic Departments with the Help of a Blended Learning Course
The New Generation Federal State Education Standard: Analyzing the Requirements for Teaching Critical Thinking Skills in Secondary Education in Russia
English-Russian dictionary on plant protection as a means of training bachelor students in agronomy toward translation and vocational competencies
This article deals with the experience of preparing and using special English-Russian dictionary for training the bachelor students in agronomy. The peculiarities of the Russian agricultural education have been taken into account to help BSc students to translate and understand professionally oriented English texts.
This article gives a brief outline of the problem of improving the monologic skills. It provides the features of the monologue and stages of its improving by inductive way. It also studies linguistic and speech exercises playing an important role in training the monologue.
The pedagogical implications of using computer-mediated communication in language learning and teaching
Although foreign language instruction has seen a big surge in the integration of technology- enhanced forms of delivery of knowledge and interaction, research focusing on the value of computer- mediated communication (CMC) in the language classroom has not been extensive and has not received wide coverage. This article examines and outlines general findings regarding the educational capacity, benefits and limitations of three major CMC tools (text-based chats, discussion boards and wikis) for enhancing foreign and second language acquisition processes. Some insights are offered into the importance of specific CMC tools for supporting the collaborative nature of learning and learner autonomy, fostering students’ reflection and critical thinking skills and affording higher motivational gains and engagement in the language learning process.