Learn Malay as a Second Language: Language Etiquette

Луси Караниколова-

The article focuses on the issue of learning Ukrainian as a foreign language by students of higher educational institutions and medical students. The textbooks and manuals used by foreign medical students in learning Ukrainian as a foreign language are described. The important methodological techniques in the study of Ukrainian for foreign students are characterized. The functional approach to selecting and presenting language material is highlighted. The focus is placed on the practical aspect of language learning, specifically on the application of Ukrainian as a foreign language in both professional settings and everyday life. The motivation of medical students is of great importance when learning Ukrainian. In order to achieve results in teaching Ukrainian as a foreign language, it is necessary to take into account not only traditional teaching principles and methods (explanatory-illustrative, reproductive, problem-based, partial-exploratory, research), but also innovative (interactive methods, use of modern technical teaching aids, extracurricular situational and thematic language learning, inclusive method, method of cultural and mass activity) which enhance the learning process and the level of students’ knowledge. Internet technologies facilitate students to independently process and study new materials and enable them to have control over knowledge acquisition (online). Simultaneously, these technologies provide teachers with access and editing capabilities of database questions, defining task selection criteria, reviewing database registration forms, and administering these databases. Key words: Ukrainian as a foreign language, learning Ukrainian by foreign medical students, motivation of foreign students, methodology of teaching Ukrainian as a foreign language, methodological techniques for learning Ukrainian as a foreign language.

The process of language teaching is intricately entwined with the concepts of culture, language, and lifestyle, which collectively shape one's identity. Language textbooks, functioning as conduits for cultural transmission, inherently communicate the distinctive aspects of identity associated with a specific nation. While theoretical frameworks in foreign language education underscore the critical role of culture and identity, practical implementation often falls short (cf. Norton, 2013; Liddicoat and Scarino, 2013). Despite extensive research exploring the cultural dimensions of language teaching, there remains a shortage of studies focusing on cultural activities and intercultural competence among learners of Hungarian as a foreign language (Árvay, 2015; Holló, 2008).This research aims to scrutinize the cultural aspects embedded within the MagyarOK textbook series, tailored for beginners engaged in the language teaching process of Hungarian as a foreign language. The analysis involved predefined variables, evaluating the content in terms of chapters, with a specific focus on the incorporation of personal names related to Hungarian and foreign cultures. Additionally, the study examined the representation of Hungarian and foreign culture-related features, including languages, nationalities, cities, and countries throughout the textbooks. The findings shed light on how these elements within the textbook series provide valuable insights into Hungarian culture and facilitate language learners' cultural immersion, fostering the development of their language acquisition and intercultural communication skills.

Digitalization of Higher Education (Digital Learning), updating traditional educational programs and curricula through digital platforms, educational mobile applications and Web 2.0 services have made their own adjustments to the process of teaching foreign languages in the teacher-student format. The actualization of these innovations contributes to the creation of a digital educational environment and a change in educational strategies and concepts of learning in foreign languages. This article summarizes the “digital” experience of using new technologies in teaching foreign students about the types of speech and writing activities at the initial stage of education. The authors presented innovative ways of teaching phonetics, vocabulary, and grammar of the German language to foreign students in the format of interactive educational platforms. The study of a second foreign (German) language by Turkmen-speaking students is very difficult for a number of reasons: the complexity of the perception and (imitation) of reproduction of the phonetics of the German (multi-structural) language; features of the grammatical structure of the German language; learning a foreign language according to the formula ‘Turkmen-Russian-German’. To implement a differentiated teaching approach, a comparative analysis of the systemic differences in the grammatical structure of the German and Russian languages was carried out and an interactive lesson was developed using digital educational technologies for foreign language students. The study is aimed at increasing the motivation for learning German as a second foreign language by non-Russian-speaking students in order to form adequate communicative behavior.

This study aims to find out what English lecturers think about the goals of foreign language teaching, what they think about teaching culture in the context of English language teaching, and how often particular culture-teaching activities are used in English courses. The study was conducted with the participation of 50 lecturers working in 4 state universities in Turkiye, namely Osmaniye Korkut Ata University, Çukurova University, Adana Science and Technology University and Mersin University. A version of the questionnaire developed by Sercu (2005) and adapted by Kılıç (2013) was used as a data collection tool and the findings were analyzed with SPSS. The study's findings revealed that while participants are generally aware of the importance of integrating culture in the foreign language classroom and have a positive attitude toward it, teaching culture and equipping students with intercultural competence was not one of the teachers' primary goals. Instead, it has been recognised that one of the most important goals is to acquire language knowledge and linguistic abilities to utilise English effectively. Lecturers' primary goal in teaching culture is to provide knowledge of the target culture's everyday lives and routines while also demonstrating a good attitude and openness to other people and cultures. Some recommendations for further study can be made based on the findings. Teachers should attend in-service teacher training workshops or seminars focused on culture teaching in ELT to help them understand the relevance of culture in ELT and the components that should be incorporated in English language classrooms.

Every day Artificial Intelligence (AI) technologies are more deeply inte-grated into education in general and into the process of a foreign language teaching in particular. Methodologists are developing language-specific methods of teaching lin-guistic university students foreign language aspects, types of speech activities, culture and translation based on specific AI tools. Most of these studies have a narrow focus and are aimed at solving individual and sometimes discrete pedagogical tasks. Such integration of AI into the educational process allows us to create additional conditions for extracurricular language practice for students and contributes to the further devel-opment of their foreign language communicative competence in all the diversity of its components. At the same time, the majority of methodological studies have a narrow focus and are oriented towards solving individual and sometimes discrete educational problems related to the development of specific speech skills or the formation of lexical, grammatical or phonetic speech skills of students. At the present stage, the language teaching potential of AI technologies allows to systematically consider the issue of in-tegrating AI into the process of language and methodological pre-service teachers’ training, which has not yet been the subject of a separate study. The aim of the paper is to develop a structural model for the integration of AI technologies in language and methodological pre-service teachers’ training. The model proposed by the authors for the integration of AI technologies in lan-guage and methodological pre-service teachers’ training consists of five blocks: lin-guistic disciplines, narrow professional disciplines, methodological disciplines, peda-gogical practice and research work. Within each block there are sub-blocks aimed at solving specific pedagogical/research tasks. The authors show which AI tools and tasks can be used in the context of teaching the disciplines from each block. The methodo-logical content of the blocks is based on the typology of feedback from generative AI as applied to teaching a foreign language, including educational-social, information-reference, methodological, analytical, evaluative and conditionally creative types. The methodological content of the blocks is based on the typology of feedback from generative AI in relation to foreign language teaching. The research is based on systematic and expert approaches using theoretical (comparative, component and complex analysis of AI tools, classification, synthesis, generalisation, modelling) and empirical (observa-tions and interviews with teachers and students) research methods. The research materials included scientific articles (Article and Review) published in academic journals indexed in the Scopus and Web of Science databases (Q1 and Q2), as well as Russian academic journals from the list of the Higher Attestation Commission of the Russian Federation on pedagogical sciences (С1 and С2). The subject of the research in the works used was the development of practical methods for teaching a foreign language (types of speech activity and aspects of language) using specific artificial intelligence tools.

This paper presents the results of the second phase of the research project ''Prácticas evaluativas en la adquisición de lenguas extranjeras, PEALE'' (Assessment practices in foreign languages acquisition), mainly oriented to propose an evaluation system where the communicative competences (linguistic, sociolinguistic and pragmatic) play a very important role. The fndings reveal a set of competences not yet openly discussed: the general competences, regarded by scholars from different academic backgrounds as key factors that deeply infuence foreign language (FL) learning, teaching, and assessment processes. The general competences (i.e., learning, learning to be, learning to do and learning to learn) are part of the teachers' profle proposed in different FL teaching training programs in Colombia. Therefore, it is important to refect on the consolidation processes of these competences: both on their incidence in the students' promotion process, and on the proper use of these competences in the FL teachers' performance and professional development. Teacher training is expected to provide teachers with the appropriate tools to develop the general competences in their actual academic performance contexts. However, the strategies are yet to be defned to verify whether the general competences are consolidated with teaching practice or they tend to lose visibility in favor of the linguistic competences.
 Received: 17-02-09 / Accepted: 08-06-09
 How to reference this article:
 Estrada, L. (2009). Assessment of General Competences in the Professional Development of Foreign Language Teachers. Íkala. 14(2), pp.153-180.

Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.

The process of foreign language publishing, teaching, and learning are increasingly linked to the technological and socio-cultural expansion of an international communications marketplace. Publishers, such as Langenscheidt, play a pivotal role in the process of cultural production and mediation, which has simultaneously contributed to a reconfiguration of the publishing industry at large. Indeed, language publishing represents merely one programmatic emphasis (or subsidiary) within the operations of multimedia conglomerates, of which Langenscheidt is by no means the largest (in comparison to Bertelsmann, Holtzbrinck, McGraw-Hill, Paramount/Viacom, or Time-Warner). The development and expansion of the Langenscheidt Publishing Group from a print publisher, with a core program of foreign language and reference publishing, to an international, multimedia communications enterprise reveals the changing role(s) of cultural production and mediation both within the contexts of foreign language instruction (e.g., texts, media, and software) and in the broader contexts of an international communications and entertainment industry (travel and lifestyle products). Simultaneously, foreign language teachers and learners are also engaged in the exploration of new communications technologies and the negotiation of culture both within and outside of the foreign language class. The following discussion of recent initiatives by Langenscheidt may indicate the extent to which emergent technologies and strategies of cultural production will link more closely the environments of the foreign language classroom with various modes of intercultural communication and experience. Today, foreign language texts, reference works, and multimedia products for travel and leisure form the core of the Langenscheidt Publishing Group. During the past two decades Langenscheidt has built an integrated publishing concern which emphasizes cross-cultural communication and the international lifestyles of its customers. Through the cquisition of Polyglott, Baedeker, and numerous map publishers in the United States, Langenscheidt has become an international publisher of travel guides and maps, ranking in some U.S. markets with Rand McNally.l In order to ensure that its readers will be able to keep up-to-date with the explosion and secure its position as a leading language-reference publisher, Langenscheidt has also invested in major publishers of reference works and encyclopedias in Germany (including Bibliographisches Institut, F.A. Brockhaus Verlag, Dudenverlag, Meyers Lexikonverlag), as well as the Verlag Enzyklopidie with the DudenBrockhaus-Meyer imprints in the new states. These acquisitions reveal a conceptual development of the publishing group based on the recognition that the need for linguistic, cultural, and geographic orientation will create new demands for culturally-based information products. Rather than compartmentalizing travel, language learning, and ref ence publishing, Langenscheidt seeks to exploit programmatic affinities conceptually and technologically by packaging content-related linguistic guides, travel guides, and maps in multimedia f rmats (which may include various combinations of books, audio/video cassettes, computer oftware, and CD-ROMs). While technological and pedagogical innovation have defined the historical development of Langenscheidt, the integration of new conceptual linkages and technological innovation has led to a holistic approach to publishing which simultaneously expands the boundaries of traditional book publishing. Several examples illust ate this approach.

Family factors significantly influence the development of critical thinking (CT) dispositions. Yet, the dynamics of this influence among foreign language (FL) learners remain underexplored, with potential moderating factors still unclear. Building on social capital theory, social support theory, and ecological systems theory, this study explored this relationship among FL learners and further investigated whether teacher support moderates this connection. A total of 16,006 secondary students from China participated in the study, spanning grades 7 through 12 (M age = 14.842 years, SD = 1.416). Data were collected using student-reported CT disposition scale, FL teacher support scale, and SES questionnaire. Multiple regression analysis revealed a positive relationship between SES and CT dispositions of FL learners. Furthermore, moderation analysis showed that teacher support positively moderated this relationship. That is, higher levels of teacher support enhanced the positive effect of SES on CT dispositions among FL learners. This research has both theoretical and practical implications for the development of CT dispositions among FL learners.

The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.

Delving into the prominent role of emotions and senses in language is not something new in the field. Thereupon, the newly developed notion of emotioncy has been introduced to foreign language education to underscore the role of sense-induced emotions in the language learning and teaching process. The present study implemented event-related potentials (ERPs) to provide evidence of the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, 18 female participants were randomly instructed on six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants' electroencephalogram (EEG) was being recorded, they took a sentence comprehension task. Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect. In conclusion, emotioncy-based language instruction can affect neural correlates of emotional word comprehension from the early stages of EEG recording. The results of this study can clarify the importance of including senses and emotions in language teaching, learning, and testing, along with materials development. Direct emosensory involvement can affect word semantic processing.Indirect emosensory involvement can affect sensorial comprehension of the word.Direct sensory involvement may enhance the accuracy of the responses.Direct sensory involvement may reduce the response time. Nowadays, learning a foreign language is considered one of the challenges in our lives. It is believed that including senses and emotions in education can foster learning new words in a foreign language. One concept that focuses on the use of sensory emotions is called emotioncy. This study employed brain imaging to analyze the effects of teaching through emotioncy on related neural modulations. Based on the results of the study, higher levels of employing senses and emotions can affect the processing and comprehension of words.

Video/digital games have grown into a mainstream language‐mediated activity that attracts millions of foreign language (FL) learners worldwide. While empirical studies have demonstrated that digital game‐based interactions offer valuable opportunities for FL practice and learning (e.g., Sundqvist & Wikström, 2015), little is known about the specific dynamics of FL use that facilitate FL learning. The present exploratory case study examined three Arabic learners’ game‐based FL use when playing the Arabic simulation‐management video game Baalty. The study was framed by an ecological approach to FL learning, and data were collected through gaming journals, interviews, observations, and think‐aloud protocol. Findings revealed that a number of specific dynamics including engagement, active FL use, and embodied meaning motivated, promoted, and scaffolded FL practice in the course of gameplay. Pedagogical and research implications are discussed.

An Introduction to Foreign Language Learning and Teaching presents an engaging, student-friendly guide to the fields of foreign language learning and teaching. For students beginning their study of these fields, the book provides essential background information, dealing with language learning and teaching in a clear and comprehensible way. An Introduction will also be of value to teachers in training and those already working in the field, providing an up-to-date overview which focuses on contemporary issues while at the same time providing an important historical perspective. The book covers both theoretical and practical aspects of the field and provides suggestions throughout for discussion and workshop activities. Matters related to classroom and task-based teaching are dealt with at length, making the book suitable for use on practical training courses, especially where a degree of theoretical background is also required. Although most of the examples used deal with English as a foreign language, the book offers a suitable introduction for teachers of any foreign language. In this age of unfettered global communication the teaching and learning of foreign languages have never been more important. An Introduction to Foreign Language Teaching and Learning will give you the head start you need to get ahead of the field.

Dynamic changes in the global space, increasing interest of foreign citizens in obtaining higher professional education in Russia determine the relevance of forming a professional image of a higher education teacher. It is the university teacher who forms communicative competencies in students from different countries, ensuring productive acquisition of oral and written speech, understanding of the expressiveness of the text, adequate use in business communication. The most effective discipline, within the framework of which the teacher forms not only communicative, but also socio-cultural competencies in foreign students, is Russian as a foreign language. The article analyzes the concept of "teacher image", considers the levels of its formation, "teacher reference", which is closely related to the term "image", as well as the features of the image of a teacher of Russian as a foreign language. The results of the study are presented, which help to create an up-to-date professional portrait of a teacher of Russian as a foreign language. Diagnostics was carried out using the author's questionnaire. The results showed that for most foreign students, the personal qualities of the teacher (sense of humor, responsiveness, sociability, tact, etc.) are important, as well as a high level of speech competence. The work notes that teachers need to form, first of all, a communicative image. The authors analyzed the main components of competent speech of a teacher of Russian as a foreign language and concluded that he is a guide for foreign students into the world of Russian language and culture through the implementation of modern approaches and technologies.