SHS Web Conf.
Volume 50, 2018The International Scientific and Practical Conference “Current Issues of Linguistics and Didactics: The Interdisciplinary Approach in Humanities and Social Sciences” (CILDIAH-2018)
|Number of page(s)||8|
|Published online||12 October 2018|
Succeeding in Foreign Language Study: Teachers and Students Standpoints
Kazan Federal University, Preparatory School for the Foreign Students, 420111 Kazan, Kazan, 34 Levo-Bulachnaya str., firstname.lastname@example.org
2 Kazan Federal University, Preparatory School for the Foreign Students, 420111 Kazan, Kazan, 34 Levo-Bulachnaya str., email@example.com
3 Kazan Federal University, Preparatory School for the Foreign Students, 420111 Kazan, Kazan, 34 Levo-Bulachnaya str., firstname.lastname@example.org
4 Kazan Federal University, Preparatory School for the Foreign Students, 420111 Kazan, Kazan, 34 Levo-Bulachnaya str., email@example.com
The paper considers views of teachers and international students on effectiveness of language acquisition. The study represents the results of original experiment conducted among international students from the various institutes of Kazan Federal University. Students were requested to determine the priority of the following factors and explain the choice: a role of motivating anxiety for learning foreign language; a role of language abilities and talents of international student; a role of professional and personal characteristics of foreign language teacher; a role of methods, techniques and technologies of teaching; importance of studying within environment of a target language. Views of experts and international students on priority of impact of various factors of the foreign language teaching differed. The only factor where the opinions of teachers and students were the same, turned out to be the role of motivation. However, comparative analysis of factors of effectiveness in studying from the point of view of different and in the same time unified subjects of this process shows that the whole complex of factors must be taken into account. The results of the conducted study inevitably prove the necessity of considering the students’ opinion on the process of teaching, and corresponding correction of teachers’ activities.
© The Authors, published by EDP Sciences, 2018
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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