scholarly journals Methodic assistance as a technological level of methodic guidance for professionally oriented foreign language education

2020 ◽  
Vol 87 ◽  
pp. 00051
Author(s):  
A.A. Kirillovykh ◽  
S.S. Kuklina ◽  
A.I. Shevchenko
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Research Methods ◽  
Empirical Research ◽  
Professional Growth ◽  
Language Education ◽  
Foreign Language Education ◽  
Technological Level ◽  
Empirical Research Methods ◽  
Levels Of Functioning

The article deals with the problem of the methodic guidance for instructors who carry out professionally oriented foreign language education in non-linguistic universities. Based on the content-analysis of the concepts of “methodic guidance”, “methodic assistance”, “methodic support”, the levels of functioning of methodic assistance are determined. Using the empirical research methods and the methods of mathematical statistics, the significance and the necessity of the methodic assistance as a technological component of the methodic guidance is confirmed. The main aim of the methodic assistance is to minimize the difficulties in the work of the instructor and thereby to create the conditions for his personal and professional growth. The article also provides an example of the methodic assistance to an instructor for specific didactic and methodic maintenance of foreign language education in German for technical areas of training.

scholarly journals A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

2018 ◽  
Vol 8 (4) ◽  
pp. 72 ◽  
Author(s):  
Sevil Filiz ◽  
Aycan Benzet
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Flipped Classrooms ◽  
Performance Perceptions

Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been apopular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study isto review a selected sample of 50 studies on flipped classroom instruction in foreign language education publishedfrom 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years,study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools,data analysis procedure and variables through a ‘Research Classification Form’. Results showed that studies weredone mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. Inthese studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language.Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, asquantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standarddeviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons,Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtainedfrom this study are expected to contribute to future studies conducted on flipped classrooms in foreign languageteaching.

scholarly journals Integrating preparation for international exams into foreign language education curriculum at university

2021 ◽  
Vol 121 ◽  
pp. 03011
Author(s):  
Dina Vladimirovna Fedorova ◽  
Svetlana Alexandrovna Pashneva ◽  
Victoria Viktorovna Klimentyeva ◽  
Dmitry Dmitrievich Klimentyev ◽  
Anna Valerievna Umerenkova
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Language Education ◽  
Practical Experience ◽  
Foreign Language Education ◽  
Language Instruction ◽  
International Standards ◽  
Theoretical Research ◽  
Foreign Language Instruction ◽  
Higher Education System

In order to increase competitiveness of graduates not only in our country, but abroad as well, the development of the higher education system in Russia requires qualitative changes in the content of language training of students who are to be capable of integration into the global multicultural community, academic mobility, independence and constant professional growth. In this regard, there arises a question whether the quality of students’ knowledge, skills and abilities in the field of foreign language communication may comply with the requirements of international standards. The article reflects the results of theoretical research and practical experience in international exams preparation as part of foreign language instruction provided by the Foreign Languages Faculty of Kursk State University thus substantiating the hypothesis that it is possible to optimize the development of skills and abilities necessary to successfully pass international exams if the subject-related tasks and exercises are designed in their format and offered both for in-class and self-study activities. The purpose hereof is to explore feasibility of implementing effective preparation for international language exams in class without interference with the major curriculum. The scientific novelty of the research lies in the development and testing of a model of the educational trajectory leading to the formation of the competencies that meet international standards of foreign language education in graduates, majoring in languages. Having applied classical research methods analysis of publications and accumulated methodological experience, trial learning and observation – the authors came to the conclusion that the proposed approach is feasible and productive.

scholarly journals ICC Nurturing Strategies in the Context of Sino-foreign Institutes

2021 ◽  
Vol 11 (9) ◽  
pp. 1072-1079
Author(s):  
Xiaomei Zhu ◽  
Anwei Feng
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Empirical Research ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Higher Education In China ◽  
Education In China ◽  
Development Of Students

This paper discusses intercultural communicative competence (ICC) education in the context of Sino-Foreign Institutes (SFIs). Through an overview of the development of internationalization of higher education in China, the paper puts forward four strategies that are widely adopted to facilitate the development of students ICC. The four strategies are provision of ICC specific courses, integration of ICC in subject courses, integration of ICC with foreign language education, and intercultural activities and projects. Towards the end, the paper argues that more empirical research is needed to evaluate the effects of the strategies on students’ ICC and challenges the SFIs face in the post-pandemic era.

scholarly journals The Implementation of Emotionally-Valuable Component of the Content of Foreign-Language Education (on the Mate rial of Study Course “Spotlight”). Part I

2019 ◽  
Vol 21 (6) ◽  
pp. 146-170
Author(s):  
M. N. Tatarinova ◽  
O. V. Sungurova
Keyword(s):  
Content Analysis ◽  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Linear Structure ◽  
Foreign Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Practical Implementation ◽  
Emotional Value

Introduction. The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-val- uable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.The aim of this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods. As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment - the content-analysis of the current English- language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty. It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emoti- onally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The content- analysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance. The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.

scholarly journals COMMUNICATIVE COMPETENCE IN ENGLISH AND ITS DEVELOPMENT AT THE PRIMARY LEVEL OF EDUCATION

2021 ◽  
Vol 10 (1) ◽  
pp. 31-46
Author(s):  
Klaudia Paulikova
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Use ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Pragmatic Language ◽  
Level Of Education ◽  
Primary Level ◽  
The Given

Development of communicative competence has become one of the most important aspects of foreign language education in the modern days. The study portrays the development of communicative competence at the primary level of education in Slovakia. The main aim of the inquiry is to identify and examine the process of developing communicative competence at the given level of proficiency by a qualitative enquiry with the use of content analysis, observation, and interview. The results and findings depict how the components of communicative competence are referred to in real teaching environment. The findings reveal that several linguistic components of communicative competence prevail in the teaching process, whereas sociolinguistic and pragmatic language use is rather neglected.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
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