The Formation of Cadets Communicative Competence In the Process of Foreign Language Education In the Military Institute

2016 ◽  
Vol 5 (2) ◽  
pp. 60-65
Author(s):  
Ханжина ◽  
Tatyana Khanzhina
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Speech Understanding ◽  
Authentic Material ◽  
Multimedia Technologies ◽  
Military Institute ◽  
The Military

The formation of cadetscommunicative competence in the process of foreign language education in the military institute consists of some components. First of all it is authentic material – sound tracks, study films, military documentation, slides. In the studying the discipline «The Foreign Language» cadet must understand the general content of authentic publicpolitical, journalistic and texts of military orientation. That`s why the special role is given to the education of audition teaching. To prepare cadets for the foreign communication it is necessary to teach him to work with the profession oriented text, to reviewing it. This ability develops basic abilities of the foreign speech understanding. Today the new multimedia technologies for the foreign language teaching are used. They help to understand language events, make communicative situations, develop language and speech activities. The author gives the lesson fragment with the multimedia technologies using.

Reexamining the priorities of the National Standards for Foreign Language Education

2008 ◽  
Vol 41 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Sally Sieloff Magnan
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Student Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
The Past ◽  
Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals Foreign language teaching in domestic non-linguistic educational establishments (historic review and development prospects)

2021 ◽  
Vol 7 (3D) ◽  
pp. 257-263
Author(s):  
Yana Necheporuk ◽  
Iryna Holovko ◽  
Serhii Radul
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Language Training ◽  
Historic Review ◽  
Development Prospects ◽  
Teaching Professional

This article describes the problems, development and modern trends of foreign language education in non-linguistic universities. It also gives a certain historical division of LSP studying into periods. This article highlights certain historical features of teaching professional English in domestic non-language educational institutions and reveals some modern prospects for the development of methodology for teaching professional foreign languages. The article also gives, as an example, a short presentation of training aviation specialists for foreign language vocational communication. The increased importance of proficiency in a professionally oriented foreign language is emphasized; the approaches that make up the methodological basis of the system of foreign language training are determined.

scholarly journals WAYS OF FORMATION OF STATEMENTS IN A FOREIGN LANGUAGE// International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021. P. 21-24.

2021 ◽  
Author(s):  
Ulzhamilya Bibatyrovna Serikbayeva ◽  
Zhanna Borisovna Erzhanova
Keyword(s):  
Foreign Language ◽  
Structural Model ◽  
Communicative Competence ◽  
Language Education ◽  
Chief Editor ◽  
Foreign Language Education ◽  
Educational Process ◽  
Teachers And Students ◽  
Common Goals ◽  
Methodological Principles

The purpose of the article is to offer a solution to the problem of development of communicative competence of students of non – linguistic faculties. The importance of establishing common goals and objectives by both sides of the educational process is shown. The problems faced by teachers and students in teaching a foreign language due to the lack of understanding of the structure of the studied language by students, their inability to develop an algorithm for the formation of foreign language statements. The importance of developing students ‘ strategic thinking in learning a foreign language is demonstrated. The General methodological principles underlying the tasks and exercises on the formation of the functional structural model of the studied language in the minds of students are formulated. The assessment of the state of foreign language education at the present stage is given. The necessity of changes in the guidelines for teaching students of creative specialties to obtain the expected results is proved. The main scientific result is the authors ‘ proposal on the formation of communicative competence through the development of existential and strategic competencies, as well as the development of an algorithm for the assimilation of knowledge about the structure of the studied language and their application in speech activity.

scholarly journals Autonomy in the transition from foreign language learning to foreign language teaching

2008 ◽  
Vol 24 (spe) ◽  
pp. 421-439 ◽  
Author(s):  
Phil Benson ◽  
Jing Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Teacher Autonomy ◽  
Professional Freedom ◽  
Learning Projects

This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.

Inclusion and foreign language education

2016 ◽  
Vol 167 (2) ◽  
pp. 159-189 ◽  
Author(s):  
Heiko Motschenbacher
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Present Article ◽  
Inclusive Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Environment ◽  
Educational Inclusion

Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.

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