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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Politinis gyvenimas / Political life (“Žodis žodį veja” / “One Word Leads to Another”)

Date of Publication

2014

Target Group

Lecturers
Students

Domain Area

International Relations

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Lithuanian

Language of Instruction

Lithuanian

CEFR level

B1
B2

Type of Material

Guiding resources (online course/book)

Linguistic Features

Vocabulary
Grammar

Skills

Speaking
Writing
Reading
Mediation

Description

“Political life” is one of the thematic units from the Workbook (I) “One Word Leads to Another” compiled by Rita Migauskienė and Eglė Vaisietatė. The coursebook (I) targets at teaching and learning lexis of the Lithuanian language, and the chosen unit is meant for learners’ acquisition of the political vocabulary. This unit, as well as the other ones, is focusing on adult learners aiming at learning Lithuanian at B1/B2 levels according to the “Common European Framework of Reference for Languages”. It is arranged for learning the language together with a teacher, who would be able to explain the meanings of the words, possibilities of their use as well as their derivation models to language learners. However, there is always a possibility to work autonomously, as the Answer Key given at the end of the coursebook provides answers to some more complicated tasks.

Case study

“Political life” is a three-lesson unit tested in classes of international students who study Lithuanian.
The first lesson is recommended to start with a discussion about the symbols of the Lithuanian state, compare them with the symbols of other states. Then, the identification of the concept of ‘politics’ follows alongside the interpretations of the roles of the ‘politician’.
After introductory discussions, it is recommended to delve into the target vocabulary, discuss some examples integrating the use of new words. Students should be encouraged to give their own examples. For consolidation of new words, the most suitable definition out of a number of definitions is searched. For homework, similar types of tasks are given.
The second lesson is started with the revision of the political vocabulary followed by building typical collocations, gap completion tasks, and some other activities focusing on the changes in the word forms. At the end of the lesson, students are expected to be able to integrate political terms into the context, arrange a grammatically correct sentence structure. Homework activities once again should revise the use of new terms, therefore the tasks consolidating the studied material should be given.
The third lesson is started with the revision of the new lexis, then, a team task is given – a compilation of a full text. Having completed it, language learners design dialogues about political life, listen to the song, and complete gaps with the words they hear. A crossword is left for homework.
The order of tasks can be changed upon the teacher’s decision.

Guidelines

The unit entitled “Political Life“focuses on teaching-learning lexis as many other thematic units of the coursebook „One Word Leads to Another“. It has a clear structure: the Unit starts with an introduction of the target vocabulary which is compiled according to the "Threshold“ methodology. New words are presented in a systematic correlation; the three key forms of the Verb are demonstrated in line with the question words (pronouns) and, in such a way, their connectivity with other words is highlighted, the most typical prefixes are indicated in brackets. The Vocabulary is followed by the presentation of the word derivation strategies typical of the topic related to political life. Subsequently, different tasks for practicing the target lexis use can be implemented. They are arranged by increasing task difficulty: identification of new words, their linkage to the definitions, design of collocations or another type of linguistic chunks, word derivation activities, and creative tasks. However, the teacher has a right to compile a sequence of tasks themselves, with reference to learners‘ language proficiency, number of students per group, and other factors.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

4

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

4

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

3

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

3

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

4

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

4

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The chosen unit leaves much room for the teacher's interpretation of doing the tasks: it depends upon the level of learners' language proficiency, number of students per group, their willingness to discuss political issues and compare/contrast the political system of the host country to their native/home countries.
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