Author: Petra Besedová
Institution: University of Hradec Králové
Author: Věra Tauchmanová
Institution: University of Hradec Králové
Year of publication: 2019
Source: Show
Pages: 141-150
DOI Address: https://doi.org/10.15804/IFforE2019.09
PDF: iffe/12/iffe1209.pdf

Streszczenie:

Music can be widely involved in the teaching of foreign languages. It is a distinctive means of communication which makes use of listening materials and at the same time tries to analyse and interpret these materials. Both music and foreign languages should develop our receptivity of the world around us, and at the same time they should develop learners´ creativity. Furthermore, music can be a source of motivation, it can have relaxing impact, it can convey the reality of the countries in which the given languages are spoken and it can support a natural acquisition and fixation of the target language. Music can be successfully involved in the training and practicing of correct pronunciation of foreign languages. This kind of training should be applied from the very beginning of instruction. Music can be involved in developing learners’ emotional and aesthetic intelligence, it can form their personality and views. Music in any kind of its form should be an inseparable part of any stage of the process of foreign language teaching. Considering all the above mentioned issues, we may draw a conclusion that foreign language teachers should develop their positive approach to music and its application in the teaching process. Such a desired approach can indeed improve the results of the teaching and learning processes.

music Foreign language teaching (FLT) foreign language teacher

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Author: Larysa Lukianova
Institution: National Academy of Educational Sciences of Ukraine in Kyiv
Year of publication: 2019
Source: Show
Pages: 151-165
DOI Address: https://doi.org/10.15804/IFforE2019.10
PDF: iffe/12/iffe1210.pdf

Streszczenie:

The author of the article expresses the opinion that teachers’ professional activity, their professional and personal development is an important multidimensional and multi-faceted problem that requires an in-depth analysis. One of effective ways of solving the problem would be to study the needs of teachertraining, since the gap between professional education received in higher educational institutions and the upgrade of qualifications which takes place every five years, as well as lack of motivation for professional development, fail to contribute to the overcoming of many negative phenomena (pedagogical crises, pedagogical burnout, professional stagnation). The article describes the categories of development (personal and professional) and educational needs (of modern teachers) and investigates the peculiarities of forming teachers’ educational needs. Research results among different age groups are presented. The purpose of this study was to find out the level of the demand for educational needs, to assess the quality of educational services which are provided, to identify the driving motives, as well as to determine the prospects for improving the effectiveness of educational activities within this category.

teacher educational needs professional development development

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