Developing Foreign Language Teaching: Regional Experience

Kartashova, Valentina N.

doi:10.1016/j.sbspro.2015.11.767

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…The system development is a tri-layer JavaEE architecture: the user layer, which is the browser; the web layer, which sends request to transfer data and compute business logics; and the database layer, which completes the reading and writing of data and transfers data to the business logic layer where the information is processed into webpage displayable ones and sent back to the browser for users to view [5]. The system uses Windows XP Professional as the operational system, Java1.6 development language, Eclipse + MyEclipse 8 project development integrated environment, and Dreamweaver 8 static page development environment.…”

Section: System Designmentioning

confidence: 99%

The Construction of Intelligent English Teaching Model Based on Artificial Intelligence

Li¹

2017

Int. J. Emerg. Technol. Learn.

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Abstract-In order to build a modernized tool platform that can help students improve their English learning efficiency according to their mastery of knowledge and personality, this paper develops an online intelligent English learning system that uses Java and artificial intelligence language Prolog as the software system. This system is a creative reflection of the thoughts of expert system in artificial intelligence. Established on the Struts Spring Hibernate lightweight JavaEE framework, the system modules are coupled with each other in a much lower degree, which is convenient to future function extension. Combined with the idea of expert system in artificial intelligence, the system developed appropriate learning strategies to help students double the learning effect with half the effort; Finally, the system takes into account the forgetting curve of memory, on which basis the knowledge that has been learned will be tested periodically, intending to spare students' efforts to do a sea of exercises and obtain better learning results. Keywords-Artificial intelligence, foreign language teaching, intelligent learning IntroductionFor a long time, the traditional way of teaching English has been widely criticized for various problems and deficiencies, and the crisis often means turning point. With the advancement of the integration of information technology and English curriculum, artificial intelligence also serves as a tool for the optimization of secondary school English teaching.[1] provides a new platform for the creation of an intelligent and personalized English teaching environment.In this paper, a teaching aid system is designed based on artificial intelligence and the forgetting law of human brains [2]. This system can review English vocabulary and knowledge points lest they are forgotten over time, so as to improve learning efficiency and provide targeted learning contents [3]. Through practical research, the system is proved with certain application value and referential meanings for the methods alike.

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Section: System Designmentioning

confidence: 99%

The Construction of Intelligent English Teaching Model Based on Artificial Intelligence

Li¹

2017

Int. J. Emerg. Technol. Learn.

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“…Educators from China are exploring play as the basis for the formation of creativity in teaching English as a foreign language in China [12]. Scientists from different countries analyze the regional educational experience in the field of early learning of foreign languages [13], determine the importance of play as an integral part of language learning, give a description of games, their classification and advantages for teaching English to children [14].…”

Section: Introductionmentioning

confidence: 99%

Business games in teaching foreign students professional Russian language

et al. 2021

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The article analyzes the use of business games that simulate real situations when teaching Russian to foreign students in order to form the required professional competencies. Simulation games are considered as an important element that contributes to increasing the motivation of learning, activating the process of communication in a non-native language and making decisions in the professional sphere. The authors pay special attention to the consideration of approaches to solving the problems of advanced training of engineering students. It is noted that the business game, which simulates various aspects of the professional environment and real production processes, allows you to train students to apply the theoretical knowledge gained and solve problems that arise in their professional activities. The advantages of using business games over traditional learning technologies are considered: free communication, an captivating and exciting game process contribute to the development of communication skills of students who have the language barrier in other conditions of language learning. It is noted that the business game allows you to form linguistic competencies in conditions close to real ones, promotes the development of creative thinking, and the acquisition of teamwork skills in the professional sphere.

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“…Other than that, writing activities are also worth to develop learners' L2 acquisition (Smetanova, 2013). To sum up, formal environment is considered to be an important aspect in L2 acquisition, therefore, it is better to prepare teachers to develop their capacity in teaching L2 especially to pre-school level (Kartashova, 2015) by considering individual differences capability in L2 acquisition (Zafar & Meenakshi, 2012).…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Acquisition at Elementary Level Education in Samarinda

Muklis

Noor

Yuandari

2020

ijeltal

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The main objective of this study is to investigate the process of foreign language acquisition of certain kid in Samarinda, as the capital city of East Kalimantan, Indonesia. Two months case study have already conducted to capture all phenomenon happened especially towards important factors from several experts which are potentially influenced the process of L2 acquisition i.e. general factors e.g. aptitude, age, intelligence, cognitive, attitude, motivation, and personality (Ellis, 2008), linguistics input including formal and informal environments (Krashen, 1981), and three second language believes i.e. behaviorist, innatist, and interactionist (Lightbown & Spada, 2006). Direct observation to the subject condition and environment was done as well as semi-structured interview to obtain deeper information from the caregiver who has direct interaction with the subject every day. As the result, the findings indicate that a proper stimulus can motivate the subject to learn and acquire the L2 even though stable proportion from both formal and informal environments as linguistics input should be noticed in order for the subject to have better achievement on her L2 acquisition. Other factors influenced the L2 acquisition of the subject is also explained following by its implications and suggestions regarding with this research focus.

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Developing Foreign Language Teaching: Regional Experience

Cited by 3 publications

References 1 publication

The Construction of Intelligent English Teaching Model Based on Artificial Intelligence

The Construction of Intelligent English Teaching Model Based on Artificial Intelligence

Business games in teaching foreign students professional Russian language

Foreign Language Acquisition at Elementary Level Education in Samarinda

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