The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect... more The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one's fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving examswhich are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.
The main objective of the study is the content analysis of textbooks most frequently used to teac... more The main objective of the study is the content analysis of textbooks most frequently used to teach English at primary schools in Slovakia (English Plus, Project and MORE!) with the focus on teaching pronunciation. Pronunciation exercises are analysed according to the practised phonic subsystem (segmental or suprasegmental), applied teaching technique and form of work (individual, pair, group, or whole-class). The results revealed that mostly suprasegmental phonic subsystem is practiced in the textbooks through pair work and whole class involvement and there is a preponderance of drill technique in the analysed textbooks.
In this paper, we highlight the contribution in the development of plurilingual intercultural com... more In this paper, we highlight the contribution in the development of plurilingual intercultural competence through learning multiple languages from one language branch-Romance languages. Activities which are the focus of attention of the sampled students are only exploratory. Nevertheless, we motivated students who do not speak more Roman languages to learn these languages simultaneously. We were able to raise their interest and motivation. Within the second activity we have proved that also the literary text may fulfil objectives if the teacher uses correctly the techniques of scaffolding if he or she selects properly the content and harmonizes the global approach to the students´ intercomprehension development. Key words intelligibility, method, romance languages, teaching, Framework of reference for pluralistic approaches (FREPA), plurilingual intercutural competence (PIC) Anotácia V príspevku poukazujeme na prínos v oblasti rozvoja viacjazyčnej interkultúrnej kompetencie prostredníctvom vyučovania viacerých jazykov z jednej jazykovej vetvy-románskej. Aktivity, ktoré sú centrom pozornosti vybranej vzorky žiakov, majú len prieskumný charakter. Napriek tomu sme dokázali motivovať žiakov, ktorí neovládajú viacero románskych jazykov, aby sa tieto jazyky učili súbežne. Dokázali sme v nich vzbudiť záujem a motiváciu. V druhej aktivite sme dokázali, že aj obťažný umelecký text vie naplniť ciele, ak si učiteľ dobre nastaví techniky nápovedy, obsah a zosúladí celkový prístup k rozvoju porozumenia u žiakov. Kľúčové slová interkomprehenzia, metóda, románske jazyky, vyučovanie, Referenčný rámec pre integrované vyučovanie jazykov a kultúr (FREPA), viacjazyčná interkultúrna kompetencia (VIK) assoc. prof.
There is a great deal of research focusing on foreign language anxiety (FLA). Though it is widely... more There is a great deal of research focusing on foreign language anxiety (FLA). Though it is widely conceived as an obvious factor in foreign language learning, yet there are many inconsistent conclusions. Therefore, the purpose of this study is to summarize the most relevant information and research findings on FLA causes and consequences from the very beginning of its study in 1970s up to the present day.
Literacy Information and Computer Education Journal, Jun 30, 2018
The paper presents pilot research results of the questionnaire and action research focusing on te... more The paper presents pilot research results of the questionnaire and action research focusing on teaching intact and dyslexic young learners English reading/pronunciation and spelling. The results of the questionnaire showed us what methods for teaching English reading and spelling teachers prefer to use and whether they know the Phonics method. The Phonics is supposed to be the most common method used for teaching English reading and spelling in the native environment. As the Phonics method is not very common in Slovak environment, we have decided to apply the Phonics generalizations at the lessons of English as a foreign language and find out whether it is beneficial for improving learners' reading, pronunciation and spelling skills.
Foreign language anxiety (FLA) is one of the most examined affective variables in the field of fo... more Foreign language anxiety (FLA) is one of the most examined affective variables in the field of foreign language (FL) learning and researchers have verified FLA reducing strategies of various kinds. In this study, psycho-social training as an FLA reducing strategy was applied to a group of TEFL students (experimental group) combined with intensive English pronunciation training (experimental and control groups). Psycho-social training is a nontherapeutic intervention program of active social learning that should help individuals cope with stressful situations. A self-reported Foreign Language Pronunciation Anxiety (FLPA) questionnaire was used to examine the students' English pronunciation anxiety before and after the training and the students' English pronunciation was evaluated before and after the training. Based on the results of the statistical analysis it can be stated that the levels of pronunciation anxiety and pronunciation quality were similar in both groups before the training. After the training, anxiety was significantly lower and pronunciation quality was significantly higher in the experimental group.
It was the Slovak-American press that had unified the Slovak community in the USA. It had represe... more It was the Slovak-American press that had unified the Slovak community in the USA. It had represented a relevant source of information about the Slovak community life as well as about the situation back home in Europe. The preservation of Slovak cultural heritage in a specific heterogeneous environment helped to awaken Slovak interest in national issues and encouraged the Slovak nation to speak up for their rights.
Introduction. Emotions have been proven to have significant impact on cognitive and motivational ... more Introduction. Emotions have been proven to have significant impact on cognitive and motivational aspects of learning. Choosing appropriate activities to stimulate learners' positive emotions can thus greatly promote learning. Aim. The present research is aimed to find out which learning activities induce positive / negative emotions among upper secondary level learners of English as a foreign language and the secondary aim was to identify the emotions experienced. Methodology and research methods. Methodological triangulation applying qualitative research methods (questionnaire, interview and observation) was conducted among 62 learners and their 2 English teachers. A complementary quantitative instrument (scale) was used to detect the subjective emotional comfort of learners during English lessons. Results. The findings revealed prevailing positive habitual comfort of learners and joy as their primary emotion incited mostly by communication activities. Negative emotions of fear and sadness were detected mainly during testing and evaluation. Scientific novelty. The combination of four research methods in a combined research design studying the complex scale of emotions related to learning a foreign language has not been applied yet. Practical significance. Greater understanding of the affective aspect in learning a foreign language which may help foreign language teachers and methodologists select the appropriate activities to effectively address the actual cognitive and affective needs of learners.
The study is focused on the past and present of teaching foreign languages in the area of Slovaki... more The study is focused on the past and present of teaching foreign languages in the area of Slovakia from 1918 to 2018. It contains an overview of the way foreign language teaching in this area was organized for the period of hundred years. The study places the educational reforms concerning teaching foreign languages in a historical perspective which reflects the increasing importance attached to the teaching of foreign languages by national policy.
The current study aims to fill the gap in the current literature by focusing on the wide scale of... more The current study aims to fill the gap in the current literature by focusing on the wide scale of nonnative English as a Foreign Language (EFL) teachers' perceptions and opinions in the specific context of a post-Communist country. It focuses on the link between five demographic variables (age, the length of English language study, English teaching experience, stay in English-speaking countries, and the intensity of communication with English native speakers) of Slovak EFL teachers and their English speaking anxiety (ESA) and English speaking quality (ESQ). The teachers' self-perceived causes, consequences, factors, and needs concerning their ESA were also detected. Data were collected by both qualitative methods (questionnaire and interview) and quantitative methods (scale and test). The correlation analyses revealed a negative relationship between most variables and teachers' anxiety and a positive relationship between their age and anxiety. Both qualitative and quantitative results reflect the specifics of teaching EFL in a post-Communist country.
The objective of this study was to determine whether or not positive emotional stimuli enhance th... more The objective of this study was to determine whether or not positive emotional stimuli enhance the learning of new foreign language vocabulary among learners with different learning styles. The stimuli were presented in English classes to the experimental group for eight weeks. Vocabulary knowledge was tested in the control and experimental groups before and after the intervention. Participants’ learning styles were detected by a validated questionnaire. The findings revealed an increase of vocabulary knowledge among all participants, with nearly double the improvement in the experimental group. The highest vocabulary increase was detected among learners with a musical learning style.
Though foreign language anxiety is widely recognized as a mental block against foreign language l... more Though foreign language anxiety is widely recognized as a mental block against foreign language learning and conceived as its obvious factor, yet there are many inconsistent concepts mixing psychological and linguistic perspectives. Therefore, the purpose of this article is to present a systematic linguistic classification of the subtypes of foreign language anxiety.
This paper deals with the motivation for choosing English teaching as a profession. The objective... more This paper deals with the motivation for choosing English teaching as a profession. The objective is to determine the impact of motivation on academic achievement by measuring the significance of gender. Teacher trainees (male n = 42; female n = 42; uncategorized n = 3) completed the Scale of Motivation for Choosing a Teaching Profession (SMVUP; Tomsik, 2019a) which measures eleven factors in three types of motivation – intrinsic, extrinsic, and altruistic. The scale is a validated instrument based on the globally used Fit-Choice Scale (Watt and Richardson, 2012) and adjusted to the European educational context. The quantitative analysis did not confirm any type of motivation as a significant predictor of academic achievement. However, gender was revealed as a significant motivational role in choosing TEFL as a profession. Male student teachers reached higher average scores in intrinsic and altruistic motives, compared to female teacher trainees who scored higher in extrinsic motives.
International Journal of Technology and Inclusive Education, 2018
The current study focuses on the link between the age of Slovak EFL teachers and their English pr... more The current study focuses on the link between the age of Slovak EFL teachers and their English pronunciation anxiety and English pronunciation quality. Data were collected by both qualitative (questionnaire and interview) and quantitative methods (scale and test). The correlation analysis revealed positive relationship between age and pronunciation anxiety and negative relationship between age and pronunciation quality which contradicts the traditional belief that the length of teaching experience is a factor reducing teachers' anxiety.
Novosibirsk State Pedagogical University Bulletin, 2018
Проблема и цель. Фонетический метод обычно применяется для формирования у носителей языка логичес... more Проблема и цель. Фонетический метод обычно применяется для формирования у носителей языка логической связи между фонемами и графемами. Поскольку в английском языке данное соотношение считается довольно трудным для обучающихся, не являющихся носителями данного языка, фонетический метод может играть важную роль на занятиях английским языком как иностранным. Фонетический метод является довольно новым в словацком образовательном пространстве, поэтому авторами была предпринята попытка выявить уровень осведомленности о данном методе и определить частотность его применения среди учителей английского языка в Словакии. Методология. В исследовании приняли участия 92 словацких преподавателя английского языка. В исследовании использовались методы анкетирования и полуструктурированного интервью. Результаты. В ходе исследования было установлено, что только половина преподавателей осведомлена о фонетическом методе и менее четверти опрошенных учителей применяют его на своих занятиях. Заключение. Фонетические правила (правила чтения) могут более эффективно помочь лицам, изучающим английский язык как иностранный, в овладении произношением и орфографией данного языка. Более подробная информация о данном методе должна быть включена в учебные планы педагогических учебных заведений и курсов повышения квалификации учителей иностранных языков. Ключевые слова: фонетический метод; произношение; орфография; учителя иностранного языка. *Исследование финансировалось Агентством по научным грантам Министерства образования, науки, исследований и спорта словацкой Республики (VEGA 1/0062/17). Сорадова Даниеладокторант факультета педагогики английского языка, педагогический факультет, университет Константина философа в Нитре, Словакия.
Currently, the problem of early foreign-language education in the conditions of primary school is... more Currently, the problem of early foreign-language education in the conditions of primary school is becoming more urgent, which causes a natural controversy among educators, psychologists, and methodologists; it is facilitated by the fact that a foreign language creates excellent opportunities for awakening interest in the linguistic and cultural diversity of the world, respect for languages and cultures of other nations. Moreover, a foreign language is now a common practice, as training is determined by the needs of society, which is interested in foreign-language literacy of Russian citizens, representing a worthy image of a Russian abroad while strengthening international relations. All this proves the urgency of mastering a foreign language at an early age and requires the search for effective ways to improve the teaching methodology. The article reveals the following aspects: The importance of the problem of organizing early foreign-language education; Features and advantages of early foreign-language education; Organization of early foreign-language education in a functional context; Possibility of improving the skills of foreign speech activity in the conditions of early foreign-language education. Thus, the study showed the importance of the problem of early foreign language education that allows a new view at the problems of intellectual development of primary school students.
The Phonics method brings more logic into the correspondence between English pronunciation and sp... more The Phonics method brings more logic into the correspondence between English pronunciation and spelling. Therefore, it might be beneficial for learners with special educational needs (namely dyslexia). The study investigates the effectiveness of the Phonics method in teaching English pronunciation to young non-native learners comparing the achievement of the intact and the integrated learners. The Phonics method was applied for five months in the experimental group, and other, more traditional methods for teaching EFL pronunciation were applied in the control group at an elementary school in Slovakia. Both groups consisted of the intact and the integrated learners (experimental group: 19 intact and 2 integrated learners; control group: 17 intact and 2 integrated learners). The learners underwent a dictation and a reading test in pre-test and post-test, and the results indicate the benefit of the Phonics method for all learners with significant improvement among learners with dyslexi...
The study presents a survey of perceived teacher self-efficacy on a sample of future and beginnin... more The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.
The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect... more The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one's fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving examswhich are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.
The main objective of the study is the content analysis of textbooks most frequently used to teac... more The main objective of the study is the content analysis of textbooks most frequently used to teach English at primary schools in Slovakia (English Plus, Project and MORE!) with the focus on teaching pronunciation. Pronunciation exercises are analysed according to the practised phonic subsystem (segmental or suprasegmental), applied teaching technique and form of work (individual, pair, group, or whole-class). The results revealed that mostly suprasegmental phonic subsystem is practiced in the textbooks through pair work and whole class involvement and there is a preponderance of drill technique in the analysed textbooks.
In this paper, we highlight the contribution in the development of plurilingual intercultural com... more In this paper, we highlight the contribution in the development of plurilingual intercultural competence through learning multiple languages from one language branch-Romance languages. Activities which are the focus of attention of the sampled students are only exploratory. Nevertheless, we motivated students who do not speak more Roman languages to learn these languages simultaneously. We were able to raise their interest and motivation. Within the second activity we have proved that also the literary text may fulfil objectives if the teacher uses correctly the techniques of scaffolding if he or she selects properly the content and harmonizes the global approach to the students´ intercomprehension development. Key words intelligibility, method, romance languages, teaching, Framework of reference for pluralistic approaches (FREPA), plurilingual intercutural competence (PIC) Anotácia V príspevku poukazujeme na prínos v oblasti rozvoja viacjazyčnej interkultúrnej kompetencie prostredníctvom vyučovania viacerých jazykov z jednej jazykovej vetvy-románskej. Aktivity, ktoré sú centrom pozornosti vybranej vzorky žiakov, majú len prieskumný charakter. Napriek tomu sme dokázali motivovať žiakov, ktorí neovládajú viacero románskych jazykov, aby sa tieto jazyky učili súbežne. Dokázali sme v nich vzbudiť záujem a motiváciu. V druhej aktivite sme dokázali, že aj obťažný umelecký text vie naplniť ciele, ak si učiteľ dobre nastaví techniky nápovedy, obsah a zosúladí celkový prístup k rozvoju porozumenia u žiakov. Kľúčové slová interkomprehenzia, metóda, románske jazyky, vyučovanie, Referenčný rámec pre integrované vyučovanie jazykov a kultúr (FREPA), viacjazyčná interkultúrna kompetencia (VIK) assoc. prof.
There is a great deal of research focusing on foreign language anxiety (FLA). Though it is widely... more There is a great deal of research focusing on foreign language anxiety (FLA). Though it is widely conceived as an obvious factor in foreign language learning, yet there are many inconsistent conclusions. Therefore, the purpose of this study is to summarize the most relevant information and research findings on FLA causes and consequences from the very beginning of its study in 1970s up to the present day.
Literacy Information and Computer Education Journal, Jun 30, 2018
The paper presents pilot research results of the questionnaire and action research focusing on te... more The paper presents pilot research results of the questionnaire and action research focusing on teaching intact and dyslexic young learners English reading/pronunciation and spelling. The results of the questionnaire showed us what methods for teaching English reading and spelling teachers prefer to use and whether they know the Phonics method. The Phonics is supposed to be the most common method used for teaching English reading and spelling in the native environment. As the Phonics method is not very common in Slovak environment, we have decided to apply the Phonics generalizations at the lessons of English as a foreign language and find out whether it is beneficial for improving learners' reading, pronunciation and spelling skills.
Foreign language anxiety (FLA) is one of the most examined affective variables in the field of fo... more Foreign language anxiety (FLA) is one of the most examined affective variables in the field of foreign language (FL) learning and researchers have verified FLA reducing strategies of various kinds. In this study, psycho-social training as an FLA reducing strategy was applied to a group of TEFL students (experimental group) combined with intensive English pronunciation training (experimental and control groups). Psycho-social training is a nontherapeutic intervention program of active social learning that should help individuals cope with stressful situations. A self-reported Foreign Language Pronunciation Anxiety (FLPA) questionnaire was used to examine the students' English pronunciation anxiety before and after the training and the students' English pronunciation was evaluated before and after the training. Based on the results of the statistical analysis it can be stated that the levels of pronunciation anxiety and pronunciation quality were similar in both groups before the training. After the training, anxiety was significantly lower and pronunciation quality was significantly higher in the experimental group.
It was the Slovak-American press that had unified the Slovak community in the USA. It had represe... more It was the Slovak-American press that had unified the Slovak community in the USA. It had represented a relevant source of information about the Slovak community life as well as about the situation back home in Europe. The preservation of Slovak cultural heritage in a specific heterogeneous environment helped to awaken Slovak interest in national issues and encouraged the Slovak nation to speak up for their rights.
Introduction. Emotions have been proven to have significant impact on cognitive and motivational ... more Introduction. Emotions have been proven to have significant impact on cognitive and motivational aspects of learning. Choosing appropriate activities to stimulate learners' positive emotions can thus greatly promote learning. Aim. The present research is aimed to find out which learning activities induce positive / negative emotions among upper secondary level learners of English as a foreign language and the secondary aim was to identify the emotions experienced. Methodology and research methods. Methodological triangulation applying qualitative research methods (questionnaire, interview and observation) was conducted among 62 learners and their 2 English teachers. A complementary quantitative instrument (scale) was used to detect the subjective emotional comfort of learners during English lessons. Results. The findings revealed prevailing positive habitual comfort of learners and joy as their primary emotion incited mostly by communication activities. Negative emotions of fear and sadness were detected mainly during testing and evaluation. Scientific novelty. The combination of four research methods in a combined research design studying the complex scale of emotions related to learning a foreign language has not been applied yet. Practical significance. Greater understanding of the affective aspect in learning a foreign language which may help foreign language teachers and methodologists select the appropriate activities to effectively address the actual cognitive and affective needs of learners.
The study is focused on the past and present of teaching foreign languages in the area of Slovaki... more The study is focused on the past and present of teaching foreign languages in the area of Slovakia from 1918 to 2018. It contains an overview of the way foreign language teaching in this area was organized for the period of hundred years. The study places the educational reforms concerning teaching foreign languages in a historical perspective which reflects the increasing importance attached to the teaching of foreign languages by national policy.
The current study aims to fill the gap in the current literature by focusing on the wide scale of... more The current study aims to fill the gap in the current literature by focusing on the wide scale of nonnative English as a Foreign Language (EFL) teachers' perceptions and opinions in the specific context of a post-Communist country. It focuses on the link between five demographic variables (age, the length of English language study, English teaching experience, stay in English-speaking countries, and the intensity of communication with English native speakers) of Slovak EFL teachers and their English speaking anxiety (ESA) and English speaking quality (ESQ). The teachers' self-perceived causes, consequences, factors, and needs concerning their ESA were also detected. Data were collected by both qualitative methods (questionnaire and interview) and quantitative methods (scale and test). The correlation analyses revealed a negative relationship between most variables and teachers' anxiety and a positive relationship between their age and anxiety. Both qualitative and quantitative results reflect the specifics of teaching EFL in a post-Communist country.
The objective of this study was to determine whether or not positive emotional stimuli enhance th... more The objective of this study was to determine whether or not positive emotional stimuli enhance the learning of new foreign language vocabulary among learners with different learning styles. The stimuli were presented in English classes to the experimental group for eight weeks. Vocabulary knowledge was tested in the control and experimental groups before and after the intervention. Participants’ learning styles were detected by a validated questionnaire. The findings revealed an increase of vocabulary knowledge among all participants, with nearly double the improvement in the experimental group. The highest vocabulary increase was detected among learners with a musical learning style.
Though foreign language anxiety is widely recognized as a mental block against foreign language l... more Though foreign language anxiety is widely recognized as a mental block against foreign language learning and conceived as its obvious factor, yet there are many inconsistent concepts mixing psychological and linguistic perspectives. Therefore, the purpose of this article is to present a systematic linguistic classification of the subtypes of foreign language anxiety.
This paper deals with the motivation for choosing English teaching as a profession. The objective... more This paper deals with the motivation for choosing English teaching as a profession. The objective is to determine the impact of motivation on academic achievement by measuring the significance of gender. Teacher trainees (male n = 42; female n = 42; uncategorized n = 3) completed the Scale of Motivation for Choosing a Teaching Profession (SMVUP; Tomsik, 2019a) which measures eleven factors in three types of motivation – intrinsic, extrinsic, and altruistic. The scale is a validated instrument based on the globally used Fit-Choice Scale (Watt and Richardson, 2012) and adjusted to the European educational context. The quantitative analysis did not confirm any type of motivation as a significant predictor of academic achievement. However, gender was revealed as a significant motivational role in choosing TEFL as a profession. Male student teachers reached higher average scores in intrinsic and altruistic motives, compared to female teacher trainees who scored higher in extrinsic motives.
International Journal of Technology and Inclusive Education, 2018
The current study focuses on the link between the age of Slovak EFL teachers and their English pr... more The current study focuses on the link between the age of Slovak EFL teachers and their English pronunciation anxiety and English pronunciation quality. Data were collected by both qualitative (questionnaire and interview) and quantitative methods (scale and test). The correlation analysis revealed positive relationship between age and pronunciation anxiety and negative relationship between age and pronunciation quality which contradicts the traditional belief that the length of teaching experience is a factor reducing teachers' anxiety.
Novosibirsk State Pedagogical University Bulletin, 2018
Проблема и цель. Фонетический метод обычно применяется для формирования у носителей языка логичес... more Проблема и цель. Фонетический метод обычно применяется для формирования у носителей языка логической связи между фонемами и графемами. Поскольку в английском языке данное соотношение считается довольно трудным для обучающихся, не являющихся носителями данного языка, фонетический метод может играть важную роль на занятиях английским языком как иностранным. Фонетический метод является довольно новым в словацком образовательном пространстве, поэтому авторами была предпринята попытка выявить уровень осведомленности о данном методе и определить частотность его применения среди учителей английского языка в Словакии. Методология. В исследовании приняли участия 92 словацких преподавателя английского языка. В исследовании использовались методы анкетирования и полуструктурированного интервью. Результаты. В ходе исследования было установлено, что только половина преподавателей осведомлена о фонетическом методе и менее четверти опрошенных учителей применяют его на своих занятиях. Заключение. Фонетические правила (правила чтения) могут более эффективно помочь лицам, изучающим английский язык как иностранный, в овладении произношением и орфографией данного языка. Более подробная информация о данном методе должна быть включена в учебные планы педагогических учебных заведений и курсов повышения квалификации учителей иностранных языков. Ключевые слова: фонетический метод; произношение; орфография; учителя иностранного языка. *Исследование финансировалось Агентством по научным грантам Министерства образования, науки, исследований и спорта словацкой Республики (VEGA 1/0062/17). Сорадова Даниеладокторант факультета педагогики английского языка, педагогический факультет, университет Константина философа в Нитре, Словакия.
Currently, the problem of early foreign-language education in the conditions of primary school is... more Currently, the problem of early foreign-language education in the conditions of primary school is becoming more urgent, which causes a natural controversy among educators, psychologists, and methodologists; it is facilitated by the fact that a foreign language creates excellent opportunities for awakening interest in the linguistic and cultural diversity of the world, respect for languages and cultures of other nations. Moreover, a foreign language is now a common practice, as training is determined by the needs of society, which is interested in foreign-language literacy of Russian citizens, representing a worthy image of a Russian abroad while strengthening international relations. All this proves the urgency of mastering a foreign language at an early age and requires the search for effective ways to improve the teaching methodology. The article reveals the following aspects: The importance of the problem of organizing early foreign-language education; Features and advantages of early foreign-language education; Organization of early foreign-language education in a functional context; Possibility of improving the skills of foreign speech activity in the conditions of early foreign-language education. Thus, the study showed the importance of the problem of early foreign language education that allows a new view at the problems of intellectual development of primary school students.
The Phonics method brings more logic into the correspondence between English pronunciation and sp... more The Phonics method brings more logic into the correspondence between English pronunciation and spelling. Therefore, it might be beneficial for learners with special educational needs (namely dyslexia). The study investigates the effectiveness of the Phonics method in teaching English pronunciation to young non-native learners comparing the achievement of the intact and the integrated learners. The Phonics method was applied for five months in the experimental group, and other, more traditional methods for teaching EFL pronunciation were applied in the control group at an elementary school in Slovakia. Both groups consisted of the intact and the integrated learners (experimental group: 19 intact and 2 integrated learners; control group: 17 intact and 2 integrated learners). The learners underwent a dictation and a reading test in pre-test and post-test, and the results indicate the benefit of the Phonics method for all learners with significant improvement among learners with dyslexi...
The study presents a survey of perceived teacher self-efficacy on a sample of future and beginnin... more The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.
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