The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.
Emotional intelligence, a set of skills which are considered as necessary in the context of interaction with other people, was defined by a number of authors, including Goleman (1996), Gardner and Mayer & Salovey. A number of studies investigated the impact of emotional intelligence on learning, teaching and education. The focus of this article is to explore the definition of emotional intelligence and the impact that emotional intelligence and affective factors have in the context of foreign language learning and teaching. The article also focuses on research conducted with a group of 23 students and their self assessment of emotional intelligence as well as their perceptions of the ways emotional intelligence has an impact on foreign language learning. The article attempts to provide recommendations of implementing activities and teaching practices in the context of foreign language learning and teaching aiming to foster emotional intelligence development.
This article discusses the implementation of the reader-response theory and approach in the context of a literature course (English Literature 1) taught to students enrolled at the Department of English Language and Literature, who are preparing to be future teachers of English language. This article aims to examine the benefits and values of the reader-response theory applied in the described context, as well as potential drawbacks. The basic postulates of the reader-response theory and reader-response approach in class emphasize the crucial role of the reader on the literary and aesthetic experience when reading a literary text. The reader’s way of understanding and perceptions of a literary text, as well as the experience of the reader, influence the interaction between the reader and a text. This interaction contributes to the development of interpretation of the text and reconstruction of the ideas expressed in the text. The article examines the possible ways of implementing the reader-response theory in a literature class, including written assignments, personal responses to a literary text and in-class discussions. The research focuses on qualitative data collection and on analyzing students’ responses to these activities. Furthermore, the research aims to provide a clearer picture of students’ attitudes, observations and personal reactions when interacting with a literary text. One of the aims of the article is to provide recommendations and suggestions regarding reader-response theory application in teaching literature courses at tertiary level, in addition to designing course curricula and selecting appropriate in-class activities.
The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined