scholarly journals Complementing content of English courses for enhancing communication of IT-professionals for sustainable development

2020 ◽  
Vol 166 ◽  
pp. 10008
Author(s):  
Svitlana Symonenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Language Training ◽  
Computer Engineering ◽  
It Professionals ◽  
Normative Documents ◽  
Teaching Aids

The paper deals with the issue of English language training for IT-specialists at Ukrainian universities. Understanding the importance of studying foreign languages has been confirmed by a number of normative documents. Peculiarities of professional training of IT-specialists at higher education institutions with the focus on foreign language training are considered. Pedagogical conditions for formation of communicative competence of IT-specialists are analysed. The content analysis of existing English language course books and textbooks for IT-specialists has been conducted to find out the content of foreign language training. It is stated that English language teaching aids in information technology, computer engineering, computing and software engineering can be used in the learning process, however, their use requires thorough refinement and modification. The series of guides and manuals for teaching English for professional purposes are presented.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals ABOUT THE ISSUE OF FOREIGN LANGUAGE TRAINING IN THE SYSTEM OF LIFELONG LEARNING

2021 ◽  
Vol 33 (2) ◽  
pp. 91-104
Author(s):  
Nataliia Lashuk ◽  
Lidiia Hrechok
Keyword(s):  
Foreign Language ◽  
Lifelong Learning ◽  
Creative Thinking ◽  
Professional Training ◽  
Communicative Competence ◽  
Educational Systems ◽  
Language Training ◽  
Lifelong Education ◽  
Combination Of Methods ◽  
Mind Maps

The current paper attempts to examine the issues of lifelong education. According to UNESCO documents the notion of lifelong education is defined. The advantages of lifelong learning are highlighted. The lifelong educational system should meet the needs of society, as well as take into account the positive approaches and experience of the development of the world and domestic educational systems. The paper mentions the difficulties of adult lifelong learning as lack of time or lack of conditions for safe relevant learning environment, limitation of learning by specific goals and objectives, use of relevant knowledge or skills in various settings or contexts. The paper focuses on the principles of lifelong education and the issues to be tackled in the context of their implementation: what methods, techniques and strategies to choose to involve students’ previous system of knowledge, enhance their performance, reflection, control over the learning process. The importance of foreign language training in the process of foreign language communicative competence formation and the role of a foreign language as a tool of cognition and acquisition of knowledge are analyzed. It is established that a foreign language is an important component of professional training of specialists in any field of knowledge. A combination of methods for the development of critical and creative thinking, cooperative learning, problem-based, project-based methods as effective for the formation of foreign language communicative competence of adults is proposed. The importance of continuity between the stages of mastering a foreign language and the use of formative assessment of the previous system of knowledge is emphasized. The strategies «INSERT», «Know-Want to Know-Learned», the creation of mind maps for establishing a connection with previous and acquired system of knowledge and identifying prospects in adults foreign language training are proposed.

scholarly journals To the issue of vocational english syllabus design for sustainable foreign language education

2019 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Labour Force ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Syllabus Design

The article considers English language syllabus design for non-linguistic faculties on the basis of positive experience of some European countries. Current vocational foreign language education is determined by the global context of education and employment on the whole: labour force mobility, life-long learning and sustainable social and economic development. Communicative competence in a foreign language has become a prerequisite of sustainable education nowadays. In order to establish effective foreign language education, Ukraine must bring the quality of its education to the European standards, taking into account positive foreign experience. Analyzing English language teaching at non-linguistic universities of our country, we see the problems related to the curriculum and syllabus design. The absence of integration of foreign language teaching at secondary school and the requirements to the communicative competence in English of non-linguistic students fail to provide the sufficient level of foreign language education in the country and as a result, the quality of higher education. The discrepancy between the low initial level of proficiency in English of first-year students alongside with the syllabus designed for mastering this foreign language for specific purposes is a problem, hard to cope with both for teachers and students. Windows User decision alongside with gradation of coursesWindows User according to their level, so that the students can attain the necessary communicative skills to be able to learn English for professional purposes, read specialized literature sources, participate in discussions and make presentations or communicate business ideas in a written form. The analysis of the syllabi of some European universities shows differential approach in teaching FL, taking into account the students’ needs so that they actively and effectively participate in the study process and show sufficient performance.

scholarly journals РОЗВИТОК ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ СУДНОВОДІЇВ

2021 ◽  
Vol 1 (2) ◽  
pp. 305-312
Author(s):  
O. A. TISHCHENKO ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Professional Training ◽  
English Language ◽  
Communicative Competence ◽  
Institutions Of Higher Education ◽  
Efficient Operation ◽  
International Convention ◽  
Maritime English

English language is an integral part of a navigator’s life. And Maritime English language is one of the most important means of professional communication of seafarers because the vast majority of ships have multilingual international crews. In their work, the mariners have to communicate on various topics: professional, domestic or just to keep the conversation going in a multinational crew. Marine professionals need Maritime English at the user’s level and this fact is undisputable and undeniable. The level of English language proficiency depends on the success of the navigator, his career growth, ensuring the safety of navigation. Proficiency in Maritime English is stipulated in a separate line in convention documents (including the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers) governing the training of seafarers. The article is devoted to one of the topical problems of the foreign language cadets’ (students’) education of the maritime institutions of higher education, in particular navigators. The concepts of «competence» is briefly characterized. The author provides the definitions of «foreign language communicative competence» given by foreign and Ukrainian scientists. Also the author’s own definition is formulated. There have been presented the main conditions for mastering international communication competence, which is important for the safe and efficient operation of maritime transport, in the process of professional training of future navigators. The main types of speech activities (listening, monologue speech, dialogic speech, writing, reading), which are used for the formation of foreign language communicative competence of future navigators, are analysed. The examples of tasks used at the practical classes by the professional English language teachers of the f Navigation and Ship Handling Chair of Azov Maritime Institute of the National University «Odessa Maritime Academy» are provided in this article. Key words: competence, foreign language communicative competence, speech activity, cadets (students) of maritime institutions of higher education.

scholarly journals Designing ESP Online Course for Personnel of Law-Enforcement Agencies of Ukraine

2021 ◽  
Vol 7 (1) ◽  
pp. 331-344
Author(s):  
Ihor Bloshchynskyi ◽  
Andrii Balendr ◽  
Yevhen Dolynskyi ◽  
Valentyna Hrishko-Dunaievska ◽  
Oksana Herasimova
Keyword(s):  
Distance Learning ◽  
Law Enforcement ◽  
Foreign Language ◽  
Professional Training ◽  
English Language ◽  
Independent Learning ◽  
Online Course ◽  
Language Training ◽  
Law Enforcement Agencies ◽  
Service Activity

The article reveals ESP distance learning course for foreign language training of the law-enforcement agencies personnel. Topics and stages of ESP online language learning course have been considered. The training of personnel of border security units is an integral part of the system of ensuring Integrated Border Management; it is necessary to provide coherence of units for the skillful organization of their operational and service activity. The authors focus particular attention on the structural and logical scheme of ESP distance learning course according to the separate modules. The purpose of the article is to reveal developed the ESP online course in the framework of border guards training in Ukraine. The purpose set required performing a thorough needs analysis of the target audience (border guard officers serving at the border). It has been determined that it is more efficient for border guards to study the English language without leaving their professional duties at the border. The results of the development and implementation of the English language distance learning course for foreign language training of the Border Guard Agency personnel allowed us to conclude that it is necessary and effective for border guards to obtain professional language skills for performing everyday tasks, organizing operational and service activity and during border control at checkpoints across the state border. The teacher during ESP online course acts as a catalyst for communication, provides feedback, takes into account a variety of learning styles, and pays considerable attention to the development of not only intellectual but also moral qualities of border guards. The developed online ESP course for Border Guard Agency personnel effectively functions in the system of professional training, providing an opportunity for border guards at the workplace without interrupting their main activity to improve their level of professional English proficiency. The course can be implemented in other law-enforcement educational institutions for independent learning of personnel in order to form foreign language competence, especially for officers who plan to participate in joint international programs and trainings.

scholarly journals An intercultural analysis of English language textbooks in Iran

2018 ◽  
Vol 12 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Parastou Pasand ◽  
Ali Ghasemi
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Close Association ◽  
English Language Teaching ◽  
Junior High Schools ◽  
Language And Culture ◽  
International Language ◽  
Intercultural Analysis

With the rise of English as an international language and the close association between language and culture, attaining intercultural competence has become necessary in English language teaching enterprise. Intercultural competence, as one of the components of communicative competence, is defined as the ability to interact with people from differing cultures using a foreign language (Byram, 1997). Meanwhile, textbooks are the main sources of input for many L2 learners in most EFL settings like Iran. As such, the present study aimed at examining the newly developed ELT textbooks used in Iranian junior high schools in terms of the representation of cultural points in them and also the extent to which the textbooks can develop intercultural competence in the learners. The sample was the three textbooks including English Prospect 1, 2, and 3. Content analysis of the lessons was done adapting a framework used by Hillard (2014). Results of the analyses revealed that the range of cultural topics represented in the series is rather narrow. The findings also showed that the series is very limited in its account of intercultural elements, and it is solely constrained to local matters. These findings indicate a need for the inclusion of more cultural topics in the textbooks and it highlights that more attention should be devoted to developing the students’ intercultural competence by the inclusion of tasks or activities directed to other cultures and communities.

scholarly journals Designing ESP Online Course for Personnel of Law-Enforcement Agencies of Ukraine

2021 ◽  
Author(s):  
Ihor Bloshchynskyi ◽  
Andrii Balendr ◽  
Yevhen Dolynskyi ◽  
Valentyna Hrishko-Dunaievska ◽  
Oksana Herasimova
Keyword(s):  
Distance Learning ◽  
Law Enforcement ◽  
Foreign Language ◽  
Professional Training ◽  
English Language ◽  
Independent Learning ◽  
Online Course ◽  
Language Training ◽  
Law Enforcement Agencies ◽  
Service Activity

The article reveals ESP distance learning course for foreign language training of the law-enforcement agencies personnel. Topics and stages of ESP online language learning course have been considered. The training of personnel of border security units is an integral part of the system of ensuring Integrated Border Management; it is necessary to provide coherence of units for the skillful organization of their operational and service activity. The authors focus particular attention on the structural and logical scheme of ESP distance learning course according to the separate modules. The purpose of the article is to reveal developed the ESP online course in the framework of border guards training in Ukraine. The purpose set required performing a thorough needs analysis of the target audience (border guard officers serving at the border). It has been determined that it is more efficient for border guards to study the English language without leaving their professional duties at the border. The results of the development and implementation of the English language distance learning course for foreign language training of the Border Guard Agency personnel allowed us to conclude that it is necessary and effective for border guards to obtain professional language skills for performing everyday tasks, organizing operational and service activity and during border control at checkpoints across the state border. The teacher during ESP online course acts as a catalyst for communication, provides feedback, takes into account a variety of learning styles, and pays considerable attention to the development of not only intellectual but also moral qualities of border guards. The developed online ESP course for Border Guard Agency personnel effectively functions in the system of professional training, providing an opportunity for border guards at the workplace without interrupting their main activity to improve their level of professional English proficiency. The course can be implemented in other law-enforcement educational institutions for independent learning of personnel in order to form foreign language competence, especially for officers who plan to participate in joint international programs and trainings

scholarly journals THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN AN EFL CONTEXT: A CASE STUDY OF LEARNERS' ATTITUDES AND PERCEPTIONS

2015 ◽  
Vol 7 (3) ◽  
pp. 118-126
Author(s):  
Ekrem Eroz ◽  
Azamat A. Akbarov
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Target Language ◽  
Attitudes And Perceptions ◽  
Exam System

This research study investigates the place of communicative language teaching in one of the capital Balkan cities in Sarajevo, in Bosnia by exploring attitudes and perceptions of Bosnian EFL students. A questionnaire survey was conducted to collect data from the target EFL learner groups. The findings of the survey revealed that Bosnian learners have positive views and attitudes toward communicative language teaching. According to Hymes (1972), the goal of language teaching is to improve the communicative competence of learners. That is why, educators should focus on the communication skills of learners rather than their grammar-based knowledge and being able to communicate effectively in the target language is the most important of all skills. However, some external factors, like exam system, high number of students in the classes, can be barriers to implement CLT effectively in different EFL contexts and they force teachers to use traditional methods in language teaching but this presumption is lower or almost unlikely in private education institutions thanks to the amenities. Supporting the view above, the results of survey also reported that EFL learners have favourable beliefs for the use of CLT in their classrooms and they believe that as a foreign language English learning is very important in their country and for their future careers. Key words: EFL (English as a Foreign Language), learner beliefs, communicative competence, CLT (communicative language teaching), English language teaching.

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