scholarly journals Pedagogical technologies of machine translation skills forming on the example of bachelor students specializing in mechatronics and robotics at Don State Technical University

2021 ◽  
Vol 273 ◽  
pp. 12140
Author(s):  
Irina Gritsay ◽  
Liubov Vodyanitskaya
Keyword(s):  
Foreign Language ◽  
Machine Translation ◽  
Professional Training ◽  
Special Program ◽  
Technical Documentation ◽  
State Technical ◽  
Advantages And Disadvantages ◽  
Classroom Studies ◽  
Definition Of ◽  
And Robotics

In this paper the authors took into consideration professional training of specialists who can use technical documentation in a foreign language. The definition of machine translation, its value, main advantages and disadvantages were examined. This research showed the importance of machine translation and the need to train students of technical specialties in MT skills. The model of a special program for training students and its theoretical and practical parts were described. Based on the results of the error analysis, the error types were categorized into 3 categories. The results of the tests were analysed and shown in the tables. A significant decrease in the number of errors was noted. Based on the findings, pedagogical implications were discussed regarding how teachers can successfully and effectively incorporate MT into the classroom studies.

scholarly journals Ways to Improve the Content in the Context of Linguistic and Methodological Competence Development in Future Foreign Language Teachers

2020 ◽  
pp. 24-34
Author(s):  
Tetiana Koknova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Competence Development ◽  
Language Teachers ◽  
Academic Disciplines ◽  
Foreign Language Teachers ◽  
Analysis And Synthesis ◽  
General Training ◽  
Definition Of ◽  
Pedagogical Research

The problem of the content of linguistic-and-methodological training is vital in the context of a competence-based approach. The purpose of the given study is to test the ways of effective linguistic-and-methodological competence development in the course of professional training of prospective foreign language teachers at content level. The methods of research involve theoretical methods of pedagogical research (analysis and synthesis, comparison, generalization, induction and deduction, abstraction and concretization) as well as practical methods, such as diagnostics: interviews (oral interviews, conversations), questionnaires and testing. The article presents the definition of linguistic and methodological competence, traces its connection with the competence-based approach in education. Three structural components of linguistic and methodological competence (linguistic-subject, didactic-methodical and scientific-research) are distinguished, and the competencies that are a part of each of them are given. A detailed analysis of the content of academic disciplines is presented, and the disciplines that promote the development of linguistic and methodological competence of prospective foreign language teachers, both from the cycle of humanities and general training, are singled out. The main ways of improvement and enrichment of the content of disciplines from the cycle of humanities Master’s program focused on the development of linguistic and methodological competence (due to the topics of specific disciplines or additionally introduced special courses) are outlined.

scholarly journals CONSTRUCTIVE FORMATION OF SKILLS OF PROFESSIONAL COMMUNICATION IN A FOREIGN LANGUAGE AT STUDENTS: REASONING OF PEDAGOGICAL CONDITIONS

2018 ◽  
pp. 18-34
Author(s):  
Olga Demchenko
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Foreign Language ◽  
Experimental Model ◽  
Professional Training ◽  
Professional Communication ◽  
Self Reflection ◽  
Language Communication ◽  
Definition Of ◽  
Teaching Professional

The article specifies the meaningful content of the concepts "condition", "pedagogical conditions" and "formation". The theoretical analysis of scientific sources is made. The results of the diagnostics, the specifics of training, the requirements for the professional training of future mariners, scientific notions about the pedagogical conditions of education in a higher education and the formation of skills of professional foreign language communication, self-reflection of experience in the field of teaching professional communication in English are taken into account. The definition of pedagogical conditions as a content core of an experimental model of formation in a higher school of skills of professional communication in a foreign language at students is theoretically substantiated and given.

scholarly journals Professional pedagogical listening competence as an indispensable component of foreign language teacher’s professional training

2021 ◽  
pp. 98-107
Author(s):  
Liliya A. Ibragimova ◽  
Alexandra E. Sarapulova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Scientific Literature ◽  
Subject Area ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
Communication Activity ◽  
Special Concern ◽  
Definition Of

The article is devoted to the exploration of the characteristics of pedagogical listening being an essential part of the foreign language teachers communication activity and requiring special concern within the system of future professionals training. The study aims to make a case for the need for the pedagogical listening competence to be subjected to focused development during the foreign language teachers professional training. The first part of the article provides the definition of professional pedagogical listening and an analysis of the functions and peculiarities of teachers listening covered in the Russian and foreign scientific literature. The assumption is made that pedagogical listening has its own specifics based on the teachers subject area. The second part of the paper describes the function and peculiarities characteristic of the foreign language teachers listening. As a result, a number of features inherent to the foreign language teachers listening were highlighted. The analysis revealed that those features bring about some difficulties associated with the pedagogical listening implemented by a foreign language teacher, which requires the teacher to have special skills. The results suggest that the pedagogical listening competence requires focused development during the foreign language teachers professional training. The training process containing the components aimed at the development of that competence will provide higher quality training of future professionals and increase graduates capacity to perform their professional activities. The implementation of the task apparently calls for the development of proper scientific and methodological support, which should be considered as one of the promising lines of research on this field.

scholarly journals THE IMPLEMENTATION OF ENGLISH-MEDIUM INSTRUCTION IN UKRAINIAN HIGHER EDUCATION

2021 ◽  
Author(s):  
Olena Shcherbakova ◽  
◽  
Svitlana Nikiforchuk ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Education ◽  
The European Union ◽  
Professional Activities ◽  
Advantages And Disadvantages ◽  
Higher Educational ◽  
Definition Of ◽  
State Educational

The purpose of the paper is to research, summarize and present the question of implementation of Content and Language Integrated Learning (CLIL) in the higher educational establishments of Ukraine. It is considered one of the most widespread and promising methods of teaching foreign languages. The effectiveness of the methodology is recognized in the European Union, and in some European countries CLIL goes to the level of the state educational program. The definition of CLIL, its goal, advantages and disadvantages are studied in the following paper. The obvious goal of CLIL is to provide students with a high level of foreign language proficiency in familiar conditions to a foreign environment, using the language as a means of subject studies and communication, one of the threads of CLIL is integrated language learning in professional activities, thus the article reflects the differences of CLIL from the other methods. The principles of studying the subject and language during the implementation of CLIL methodology in the process of foreign language education are presented by the authors. The use of CLIL methodology in different countries made it possible to determine its advantages, as well as certain problems of its implementation in the educational process. The question of the introduction of this methodology in higher educational establishments of Ukraine still remains open. The analysis of the methodology in the context of the chosen discipline, which is perceived as a practical course of learning a foreign language, is especially important for the research. Also the main objectives of CLIL methodology are distinguished in the given paper. The example of implementing CLIL methodology in practical lessons is introduced in the paper and advantages and disadvantages of using this methodology in higher educational establishments of Ukraine are described. The effectiveness of CLIL methodology is ensured by conducting lessons in modern forms of interaction between the teacher and the student, with the use of innovative educational technologies, and allows students to simultaneously study both the language and the professional subject. The conclusions are made on the basis of detailed research of CLIL implementation in European and Ukrainian universities.

scholarly journals Application of electronic cases in teaching a foreign language to students majoring in Law and Economics: methodological and pedagogical aspects

2021 ◽  
Vol 10 (2) ◽  
pp. 281-285
Author(s):  
Oksana Viktorovna Marunevich ◽  
Oksana Borisovna Simonova
Keyword(s):  
Foreign Language ◽  
Law And Economics ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Advantages And Disadvantages ◽  
Key Skills ◽  
The Usa ◽  
Definition Of ◽  
The University ◽  
The 19Th Century

The processes of globalization that have swept the whole world, including Russia, make the modern labor market extremely mobile. It poses a number of tasks for Russian higher school to train highly competent professionals who are fluent in foreign languages. Among many newest pedagogical technologies, the case-study method is viewed as promising and perspective. It appeared at the end of the 19th century in the USA, but became widespread in our country only at the turn of the 20-21 centuries. The analysis of the existing definitions of this concept allowed the authors to formulate their own definition of the term electronic case, which is interpreted as a real situation prepared and loaded by the teacher into the digital learning environment of the university for subsequent comprehensive analysis and finding alternatives to its solution based on group discussions. Along with this, the authors managed to develop methodological requirements for educational electronic cases implemented at foreign language lessons at a university, to determine the range of key skills and abilities formed by the case method, to identify the advantages and disadvantages of public and non-public presentation of the case solution.

scholarly journals Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems

2020 ◽  
Vol 15 (1) ◽  
pp. 1-9
Author(s):  
Muhammad Badrus Sholeh
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Task ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
Efl Context ◽  
Definition Of ◽  
And Task

A variety of approaches exist in foreign language teaching and learning; Task-based Learning (TBL) is one of them. It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learning in teaching English dealing with the benefits and problems in implementing this approach in Indonesia. This paper seeks to review Task-based Learning (TBL), covering the definition of ‘task’ and Task-based Learning (TBL), the characteristics and stages of TBL, the teacher and students’ roles in Task-based Learning, and also the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learning in Indonesia.

Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 241-258 ◽  
Author(s):  
Ana Niño
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Training Tool ◽  
Advantages And Disadvantages ◽  
Language Class ◽  
Learning Language

AbstractThis paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a “CALL tool”. Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.

Formation of Methodical Competence of Students at Seminars on the Methodology of Teaching a Foreign Language

2020 ◽  
pp. 136-143
Author(s):  
Natalia Aleksandrovna Zhukova ◽  
Keyword(s):  
Foreign Language ◽  
Research Methods ◽  
Professional Training ◽  
Language Teachers ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Activity Component ◽  
Definition Of

Introduction. The article updates the methodical training of future foreign language teachers as part of their professional training. The content of methodical training of students is revealed through the concept of methodical competence. The purpose of the article is to clarify the definition of the methodical competence of a foreign language teacher, to present its structure, to reveal the features of its formation at seminars on the methodology of teaching a foreign language. Methodology and research methods. The methodological foundations of the research are the ideas of communicative and socio-cultural approaches to teaching foreign languages, competence-based, contextual, and personal-activity approaches. Results. The following components of methodical competence are highlighted: the personal component; the cognitive and informational component; the operational and technological component; the activity component. This article reveals the possibilities of seminars for the formation of methodical competence of students. The author gives detailed recommendations based on her textbook on the methodology of teaching foreign languages to teachers on the successful formation the components of this competence. Conclusion. The effectiveness of the formation of methodical competence of future teachers of a foreign language largely depends on the correct organization of seminars on the methodology of teaching a foreign language.

scholarly journals Foreign language communication as the basis for the professional training of future engineers at the university

2021 ◽  
Author(s):  
Marina Aleksandrovna Dem'ianenko
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Professional Training ◽  
Communication Competence ◽  
Language Communication ◽  
Definition Of ◽  
The University

This article is devoted to the problem of the formation of foreign language communication among university students of technical specialties. The approaches of Russian researchers to the definition of the concepts of "foreign language communication", "competence of foreign language communication", "professional foreign language communication" are considered.

scholarly journals POTENTIAL FOR THE USE OF ICT IN TEACHING SCIENTIFIC AND TECHNICAL TRANSLATION

2020 ◽  
Vol 76 (2) ◽  
pp. 86-95
Author(s):  
Оксана Борисівна Бігич ◽  
Валентина Василівна Стрілець
Keyword(s):  
Machine Translation ◽  
Professional Training ◽  
General Purpose ◽  
Word Processor ◽  
Linguistic Knowledge ◽  
Advantages And Disadvantages ◽  
Text Corpora ◽  
Technical Translation ◽  
Ict Tools ◽  
Translation Systems

The article analyzes the features of both general-purpose and translation ICT tools, which can be applied at different stages of scientific and technical translation and, accordingly, in the process of would-be translators’ professional training. General-purpose ICT tools include a Word processor as a means of the target text formatting and finalizing; search engines necessary for widening background, subject-matter and linguistic knowledge at the information-reference and terminology search stages; means of electronic communication, in particular email, providing interaction among the translation project participants. The paper focuses on advantages and disadvantages of translation ICT tools: translation databases (Reverso context); electronic dictionaries (ABBYY Lingvо, multitran) necessary for improving and expanding would-be translators’ vocabulary; electronic text corpora as sources of authentic linguistic materials, machine translation systems (Google Translate) and CAT tools (Trados, SmartCAT) capable of accelerating target text drafting. In the context of machine translation analysis, the necessity to determine the indicators of machine translatability and to carry out source text pre-editing based on controlled language rules and target text post-editing is emphasized. It is pointed out that CAT tools can increase translators’ performance, provide terminology consistency and enable translation project management; at the same time, their application requires developing special skills. A number of issues that need further research are outlined: concretizing the translator training stages appropriate for introducing specific ICT tools; the ratio of the training time allotted for pen and paper translation and ICT-based one; the expediency of applying machine translation systems, in particular Google Translate, in each particular case.

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