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The article discusses the features of using personal-oriented approach as methodological basis of organisation of process of learning foreign languages. The author compares different points of view and suggests methodological assumptions about the reorganisation of the traditional approach to the practice of learning how to work out the skills of interpersonal communication. The author notes that personal-oriented approach means interaction of all members of learning process which helps to exchange authentic information in a foreign language. The author gives methodological grounds developing skills of informational exchange in a foreign language and possessing experience of communication in oral and written forms. The article analyses principles of learning a foreign language via stimulation of students' cognitive activity which results in the development of social processes in the society. The article notes that the success in learning oral and written speech in methodic of teaching foreign languages depends on students' individual-aged peculiarities, on linguistic and discursive characteristics of texts and on students' motivation and conditions of study. The author concludes that systematic control of formed skills is the main condition of successful learning of oral and written speech.

This international collection of research from the field of signed language teaching fills a gap in the applied linguistics literature. While signed language teaching has rapidly established an accepted place in the academic domain of second language teaching, pedagogy has widely been shaped by conventional practices, available teaching curricula, and findings from descriptive linguistic research. In general, developments in curricula, teaching approaches, and assessment have been relatively unmediated by applied, empirical research on learning and teaching. "Teaching and Learning Signed Languages" contributes to expanding an emerging research literature on contemporary practices and issues in the teaching and learning of signed languages. 11 chapters by authors in Europe, Asia-Pacific and North America address the following themes: Training of signed language teachers Contexts for signed language teaching and learning Application of digital tools at the research-teaching nexus Learner perspectives Effects of first and second languages and modality in signed language instruction Formative assessment

Breakouts are learning strategies that can stimulate the motivation of learning through challenges. During an educational breakout session, students must work as a team and use their reasoning, knowledge, and skills to solve puzzles and challenges related to the content of the curriculum in a limited time. This study intends to examine the impact of educational breakouts on classroom flow, academic performance, motivation, behaviour, and overall satisfaction of the first-year students of Applied Modern Languages, West University of Timişoara. In performing this experiment quantitative and qualitative techniques were used and the results showed a significant improvement in classroom engagement, flow, the feeling of well-being, autonomy, and loss of the notion of time and support the conclusion that the use of educational breakout is fun and motivating for students and facilitates knowledge accumulation.

It is obvious that our contemporary societies with diverse languages need to enhance effective communication in foreign languages, especially those who belong to the EU and NATO organizations. Teaching and learning is very time consuming, so it is important to implement new, effective and time saving language teaching methods so that that they could intensify the second language learning and acquisition. Hence, we need to acquire language proficiency requirements in fast foreign language learning for it is internationally relevant to NATO allies who are involved in various international missions at the moment and in the future. So that learning and acquisition of the foreign language would be effective, new methods of language teaching methodology are required to deal with any difficulties that the teachers face in teaching the second language and selecting an appropriate method for each of the topic in the study of any language, especially teaching the military. Nowadays an active search for new methods and techniques of teaching foreign languages is taking place especially teaching the military who need in the shortest time to obtain the second/foreign language acquisition. That meets the current state of methodological science and the rapid development of the military community as a whole. Intensive computerization of teaching military is very much proceeding in the foreign language teaching and learning environment. It is very beneficial to apply these all gadgets in developing new learning habits of a learner. New technology savvy generation can easily recognize intel spreading from the digital screen which actives perception of audiovisual resources of learning in the system of education in military or civil schools and universities. Authentic video and various videos created by methodologists, specifically for educational purposes, are being more and more frequently applied in the process of foreign languages teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in Lithuanian society. The article highlights the implementation of audiovisual method in teaching the second/foreign languages at the Military Academy of Lithuania. The analysis of the pros and cons of this method is also produced as well as the requirements for authentic audio-visual materials which can be applied for educational purposes and the technology of methodological development of authentic video material for its use in a foreign language course. The authors assert the importance of implementation of methods economizing learning and acquisition time and intensifying the educational process of the second/foreign language.

It is obvious that our contemporary societies with diverse languages need to enhance effective communication in foreign languages, especially those who belong to the EU and NATO organizations. Teaching and learning is very time consuming, so it is important to implement new, effective and time saving language teaching methods so that that they could intensify the second language learning and acquisition. Hence, we need to acquire language proficiency requirements in fast foreign language learning for it is internationally relevant to NATO allies who are involved in various international missions at the moment and in the future. So that learning and acquisition of the foreign language would be effective, new methods of language teaching methodology are required to deal with any difficulties that the teachers face in teaching the second language and selecting an appropriate method for each of the topic in the study of any language, especially teaching the military. Nowadays an active search for new methods and techniques of teaching foreign languages is taking place especially teaching the military who need in the shortest time to obtain the second/foreign language acquisition. That meets the current state of methodological science and the rapid development of the military community as a whole. Intensive computerization of teaching military is very much proceeding in the foreign language teaching and learning environment. It is very beneficial to apply these all gadgets in developing new learning habits of a learner. New technology savvy generation can easily recognize intel spreading from the digital screen which actives perception of audiovisual resources of learning in the system of education in military or civil schools and universities. Authentic video and various videos created by methodologists, specifically for educational purposes, are being more and more frequently applied in the process of foreign languages teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in Lithuanian society. The article highlights the implementation of audiovisual method in teaching the second/foreign languages at the Military Academy of Lithuania. The analysis of the pros and cons of this method is also produced as well as the requirements for authentic audio-visual materials which can be applied for educational purposes and the technology of methodological development of authentic video material for its use in a foreign language course. The authors assert the importance of implementation of methods economizing learning and acquisition time and intensifying the educational process of the second/foreign language.

It is obvious that our contemporary societies with diverse languages need to enhance effective communication in foreign languages, especially those who belong to the EU and NATO organizations. Teaching and learning is very time consuming, so it is important to implement new, effective and time saving language teaching methods so that that they could intensify the second language learning and acquisition. Hence, we need to acquire language proficiency requirements in fast foreign language learning for it is internationally relevant to NATO allies who are involved in various international missions at the moment and in the future. So that learning and acquisition of the foreign language would be effective, new methods of language teaching methodology are required to deal with any difficulties that the teachers face in teaching the second language and selecting an appropriate method for each of the topic in the study of any language, especially teaching the military. Nowadays an active search for new methods and techniques of teaching foreign languages is taking place especially teaching the military who need in the shortest time to obtain the second/foreign language acquisition. That meets the current state of methodological science and the rapid development of the military community as a whole. Intensive computerization of teaching military is very much proceeding in the foreign language teaching and learning environment. It is very beneficial to apply these all gadgets in developing new learning habits of a learner. New technology savvy generation can easily recognize intel spreading from the digital screen which actives perception of audiovisual resources of learning in the system of education in military or civil schools and universities. Authentic video and various videos created by methodologists, specifically for educational purposes, are being more and more frequently applied in the process of foreign languages teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in Lithuanian society. The article highlights the implementation of audiovisual method in teaching the second/foreign languages at the Military Academy of Lithuania. The analysis of the pros and cons of this method is also produced as well as the requirements for authentic audio-visual materials which can be applied for educational purposes and the technology of methodological development of authentic video material for its use in a foreign language course. The authors assert the importance of implementation of methods economizing learning and acquisition time and intensifying the educational process of the second/foreign language.

It is obvious that our contemporary societies with diverse languages need to enhance effective communication in foreign languages, especially those who belong to the EU and NATO organizations. Teaching and learning is very time consuming, so it is important to implement new, effective and time saving language teaching methods so that that they could intensify the second language learning and acquisition. Hence, we need to acquire language proficiency requirements in fast foreign language learning for it is internationally relevant to NATO allies who are involved in various international missions at the moment and in the future. So that learning and acquisition of the foreign language would be effective, new methods of language teaching methodology are required to deal with any difficulties that the teachers face in teaching the second language and selecting an appropriate method for each of the topic in the study of any language, especially teaching the military. Nowadays an active search for new methods and techniques of teaching foreign languages is taking place especially teaching the military who need in the shortest time to obtain the second/foreign language acquisition. That meets the current state of methodological science and the rapid development of the military community as a whole. Intensive computerization of teaching military is very much proceeding in the foreign language teaching and learning environment. It is very beneficial to apply these all gadgets in developing new learning habits of a learner. New technology savvy generation can easily recognize intel spreading from the digital screen which actives perception of audiovisual resources of learning in the system of education in military or civil schools and universities. Authentic video and various videos created by methodologists, specifically for educational purposes, are being more and more frequently applied in the process of foreign languages teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in Lithuanian society. The article highlights the implementation of audiovisual method in teaching the second/foreign languages at the Military Academy of Lithuania. The analysis of the pros and cons of this method is also produced as well as the requirements for authentic audio-visual materials which can be applied for educational purposes and the technology of methodological development of authentic video material for its use in a foreign language course. The authors assert the importance of implementation of methods economizing learning and acquisition time and intensifying the educational process of the second/foreign language.

This academic article aims to share an experience of integrating German language teaching with the preservation of Thai art and culture. Thai country songs or "Phleng Lukthung" were used as a medium in different courses and projects of the Department of German, Faculty of Arts, Silpakorn University. Lukthung songs were translated into German in addition to German texts which were written to be sung with Thai Lukthung melodies. These texts can be used as teaching materials and study content. The skills necessary to translate and sing Lukthung songs in German were taught, both in classes and during rehearsals for public performances. The integration of German language Lukthung songs in different forms has contributed to the development of German language skills of these groups of learners while at the same time being supportive of the integration of their knowledge with other disciplines. This case study can therefore be considered as a model of good practice on how to integrate Thai art and culture in the process of foreign language teaching and learning.

Nowadays we are witnessing global changes in the political life as well as in the economy. These changes have one more time underlined the utter importance of foreign language teaching (here and further FLT) for the development of an all-round personality. V.A. Grebennikova has very rightly put it that "foreign languages and foreign language teaching channel humanitarian knowledge and, broader, humanity; FLT acts as a kind of filter against both Western and Eastern mass-culture, leaving what matches the target culture intact, thus underlining and emphasizing its merits". This important aspect added a new dimension to FLT in modern Russia, making foreign languages not just an ordinary subject but a tool for efficient cross-cultural and international communication (V.V. Safonova).The sociocultural approach which now dominates the educational environment has among its strategic values the formation of cultural awareness, i.e. the idea worldview specific to the speaker of the foreign language. So FLT cannot be any longer be limited to teaching language structures and the rules of their usage.The essence of sociocultural approach is in teaching foreign languages as a means of cross-cultural communication and a way to understand foreign cultures and subcultures. "Sociocultural approach makes it possible to make the learner aware of the world history, the learner's own country and nation, and to make him understand that all the people in the world are interconnected, and only their joint effort can make the solution of global problems possible." (V.V. Safonova).The efficiency of sociocultural education via FLT can only be guaranteed when the dialogue between cultures and civilizations is balanced.

Education technology represents a system of influences on the trainee in the training process. It involves the management of a didactic process with the inclusion of stages of the trainees' activities, organization and control. The problem of educational technology efficiency is based on strategies of representation, acquisition, storing, reproducing, and actualization of various forms of educational information. This paper considers audiovisual technologies (AT) for foreign language training in high school. It reports on a number of audiovisual activities in foreign language training. The research provides some ideas of the students' perception of video in the education process. The classification of video materials allows consideration of the different pedagogical and didactic conditions of AT realization. The functional features of a video film in the training process and four stages of audiovisual education technology based on a video film are described. To present the process of training, the pedagogical algorithms based on the structure of the knowledge acquisition process are developed according to the aims of viewing (illustrative viewing, fact-finding, studying, critical, and search viewing. The stages of AT realization (previewing, presentation, after-viewing, and actualization) are considered. An educational intervention using AT is developed and we investigate (1) the effectiveness of audiovisual technology as a teaching method; and (2) the degree of knowledge acquisition of the language content proposed to students. The aim of foreign language training is to form and to develop foreign language communicative competence that includes different skills, abilities and knowledge of grammar, pronunciation and vocabulary, skills in reading, writing, audition and speaking. To estimate the communicative competence level, we used the calculation of knowledge acquisition factor of training material. A significant improvement was observed in the acquired knowledge of a foreign language and AT were perceived to be effective in teaching foreign languages. AT were perceived to facilitate students' knowledge acquisition and stimulate active learning. Foreign language training based on AT positively influences students' performance and should play a leading role in the effective communicative competence formation and development.

This book demonstrates how foreign language textbook analysis can inform future materials development to improve foreign language teaching. Through chronological analysis of French textbooks in the United States, this book explores the representations of Canada and Quebec in French beginner textbooks produced from 1960 to 2010. Chapelle couples a large collection of 65 textbooks with a social-semiotic qualitative analysis of the genres, language and images that communicate Quebec's cultural narrative to learners. Findings about the amount and type of content are presented by decade to track the trends in foreign language teaching and changes in Quebec's representation. Particular attention is given to how language politics is presented to students through text and images. This book will be of interest to scholars of Canadian Studies, Quebec Studies and Second Language Acquisition, as well as foreign language materials developers.

5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCE ; WOS:000383740200081 ; One of the functions of Turkish Educational system is to prepare enough and qualified manpower, required by economics. In order to be able to open the ways for this qualified manpower, for economic and social improvement and change, it became more important to know even more than one foreign language. But Turkey, in this area, in spite of so much efforts given ever increased financial burden, besides some schools and universities having instructions in a foreign language, doesn't seem very successful. But, as a candidate for European Union, this problem is one of the urgent one to be solved. To identify the problems faced very often is important to be able to choose the "urgent" ones. The problem statement of this study is identified as "How often Senior students and staff at English class face with the problems related to foreign language teaching?" 6 staff and 117 senior students from Department of Teaching of English and 41 instructor from Language Teaching and Practicing Center of Abant Izzet Baysal University are included in this study. By examining the related literature and working with 14 volunteer, the problems which they are faced during their foreign language study. 20 problems which were the "same" with the ones in related "literature", identified. In order to identify their "views", a questionnaire was prepared for the students and staff by asking them if they faced the related question 1) Never, 2) Very seldom, 3) Sometimes, 4) Very often. After having the view an a area specialist, the questionnaire of 36 staff and 72 senior students were included in evaluation and in evaluation SPSS for Windows Package Program, in addition (f) frekans and (%) percent values were used and showed in related tables. Findings according to the total frequencies were : 1) Turkey's policy in foreign language teaching is not sufficient enough (82,4%); 2) Foreign language courses are generally called "teacher-centred" as is being processed (75,0%); 3) Too much emphasis is given in grammar (73,1%); 4) Students are not spending enough time for language learning (64,8%); 5) Classes are too much crowded (63,9%); 6) Language teaching is not starting early enough (61,1%); and environment for language teaching is not sufficient enough (61,1. %); 7) There is not enough practice (59,3%); 8) No question is asked in the university entrance exams in a foreign language (57,4%); 9) Motivating students the desire to learn the language is not enough (55,6%); 10) Homework is not helpful with the language learning (54,6%) and students active participation in foreign language courses is insufficient (54,6%). It seems necessary to work on the problem of foreign language teaching urgently by having more and detailed studies by getting specialists' views at this matter. (C) 2015 The Authors. Published by Elsevier Ltd.