Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer

Authors

  • Samson Dodzi Fenuku University of Media, Arts and communication, Ghana

DOI:

https://doi.org/10.33394/jollt.v12i3.11398

Keywords:

Psycho-philosophical aspects, Teaching methods, Teaching styles, Russian, Ewe Linguistic skills,

Abstract

Formal education relies heavily on effective teaching methods and styles, which are particularly crucial in language education. The transfer of linguistic skills between Russian, a Slavonic language, and Ewe, a Niger-Congo language, presents a complex challenge due to their structural and cultural differences. This study delves into the complexities of transferring skills from Russian, a language from the Slavic branch of the Indo-European family, to Ewe, a language of the Niger-Congo family, focusing on the interplay between teaching methodologies, psychological factors, and philosophical perspectives. The primary objectives were to evaluate the effectiveness of various teaching methods, analyze the psychological influences on language education, and understand how philosophical viewpoints shape language teaching practices. Utilizing a mixed-methods approach, the research combined quantitative survey data from 60 participants with qualitative insights from interviews with 15 educators. The findings highlighted a preference for interactive and technology-assisted methods, with a strong emphasis on communicative techniques. The psychological assessment indicated high levels of motivation and adaptability among learners, favouring interactive and collaborative learning environments. Thematic analysis of philosophical perspectives revealed a diverse spectrum of ideologies that inform teaching practices. The study concludes that a pedagogical approach embracing interactivity, technological integration, and philosophical diversity is essential for effective language education. It calls for professional development that equips educators to employ a range of teaching methods and to effectively use technology. The research underscores the need for a learner-centred, adaptable educational paradigm that caters for diverse learner needs and preferences, advocating a more inclusive approach to language teaching.

Author Biography

Samson Dodzi Fenuku, University of Media, Arts and communication

Samson Dodzi Fenuku, PhD, is a Russian-trained seasoned academic and administrator spanning decades of teaching, interpreting and translating English, French and Russian languages. He is also an accredited member of the International Association of Teachers of Russian Language and Literature (IATRLL). He was the head of the Russian Department at the erstwhile Ghana Institute of Languages. He became an assistant director, director and now he is currently the ag. rector of the Institute of Languages, University of Media, Arts and Communication. From 2013 to 2017, he studied and graduated from the Pushkin State Russian Language Institute, 6 Volgina Str., Moscow, Russia with an M.Phil. and Ph.D. He also graduated from the Ghana Institute of Management and Public Administration in 2022 with a Master of Public Administration. He is also a product of the University of Ghana, where he graduated with honours in French and Russian language. Samson has published several articles in highly reputable peer-reviewed journals. He also attended several international conferences and workshops. He also loves technology and has decided to conduct research activities in the field. His research areas include language and communication skills as well as information systems.

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Published

2024-07-19

How to Cite

Fenuku, S. D. (2024). Psycho-Philosophical Dimensions of Language Education: Mixed-Methods Exploration of Russian to Ewe Linguistic Skills Transfer. Journal of Languages and Language Teaching, 12(3), 1078–1099. https://doi.org/10.33394/jollt.v12i3.11398

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Vol. 12 No. 3 (2024)

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