Publication details
Kreativní lektor znamená kreativní student
| Title in English | A creative lecturer means a creative student |
|---|---|
| Authors | |
| Year of publication | 2017 |
| Type | Article in Periodical |
| Magazine / Source | CASALC Review |
| MU Faculty or unit | |
| Citation | |
| Keywords | evaluation; language game; competence; communication; creativity; Russian language |
| Description | This paper deals with creative approaches in foreign language teaching in a university environment (the teaching of Russian language serves as an example). In the first part, the author focuses not only on the student feedback but also on the theme of raising competences in intercultural communication, which is becoming more and more popular. The possibilities of creative approaches to the teaching of lexical and grammar exercises, which overlap into language games or non-verbal communication, are described in this paper. In the second part, three areas are emphasized – academic language, listening skills and testing. The author explains different approaches to the teaching of reading and emphasizes the importance of phonetics as well as the possibilities of partial portfolio assessment. In the end, this paper shows concrete examples from the teaching of Russian language for academic and specific purposes. This paper deals with creative approaches in foreign language teaching in a university environment (the teaching of Russian language serves as an example). In the first part, the author focuses not only on the student feedback but also on the theme of raising competences in intercultural communication, which is becoming more and more popular. The possibilities of creative approaches to the teaching of lexical and grammar exercises, which overlap into language games or non-verbal communication, are described in this paper. In the second part, three areas are emphasized – academic language, listening skills and testing. The author explains different approaches to the teaching of reading and emphasizes the importance of phonetics as well as the possibilities of partial portfolio assessment. In the end, this paper shows concrete examples from the teaching of Russian language for academic and specific purposes. |