Combinability and Contradiction of Communicative Systems of English and Russian Languages in the Fire and Technical Communication

2020 ◽  
Vol 9 (4) ◽  
pp. 35-39
Author(s):  
I. Romanova ◽  
Yu. Ferapontova
Keyword(s):  
Fire Safety ◽  
Communication Systems ◽  
Professional Communication ◽  
Professional Activity ◽  
Safety Communication ◽  
Joint Activities ◽  
Cultural Codes ◽  
Language Communication ◽  
Basic Functions ◽  
To Receive

To exchange information in some joint activities the communication is necessary which can be both verbal and non-verbal. The authors compare possible links between Russian and English elements of in the field of fire safety communication which will help to receive, process and transmit information from one subject to another both in Russian and English. The problem of understanding cultural codes performing certain functions in a particular language communication system (Russian and English) is discussed. The principles of communication systems combinability of Russian and English languages enables interaction are considered. The article presents the basic functions of the word as a unit of foreign language professional communication. Special attention is paid to monologue and dialogue speech which is important for mutual understanding. Clichéd speech patterns used in professional speech of fire-fighting services in Russia and Great Britain are presented. It is described non-verbal means of communication play an important role in transmitting certain information in the professional activity of fire safety specialists on the example of two countries.

scholarly journals Teaching written foreign language communication in a nonlinguistic university

2021 ◽  
pp. 94-101
Author(s):  
Z.M. Shadzhe
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Practical Importance ◽  
Language Teachers ◽  
Professional Communication ◽  
Effective Control ◽  
Professional Activity ◽  
Cognitive Approach ◽  
Business Discourse ◽  
Language Communication

The article discusses the problem of effective written foreign language communication teaching, substantiates the need to develop a methodology for teaching written foreign language communication in a nonlinguistic university. The relevance of the research is due to the high interest of employers in employees possessing foreign language business discourse skills. Business writing skills are one of the factors for a young specialist's success. The study of the issue of training competent specialists remains in the problem field of teaching written foreign language communication in a nonlinguistic university. The problem of teaching foreign language writing was touched upon, however, the task of teaching foreign language discourse remains relevant in a nonlinguistic university and requires resolution of the contradiction between the need for specialists with written foreign language communicative competence and the development of the issue of teaching written foreign language communication in a nonlinguistic university. The purpose of the research is to develop a methodology for the development of written foreign language communicative competence in a foreign language practical lessons in a nonlinguistic university. In the course of the research the literature on the topic has been analyzed, the methods of observation and comparison have been used, and a pedagogical experiment has been carried out. The research results are of practical importance. They can be used by foreign language teachers in a nonlinguistic university in teaching «Professional foreign language», «Business foreign language», «Foreign language for professional communication», «Foreign language for business professional communication», «Foreign language in the professional sphere», «Technical foreign language», «Foreign language in the field of professional activity», «Foreign language for the profile of training». The study has showed that teaching written business discourse will be more successful if the learning process is based on a communicative-cognitive approach, the content of educational materials is situational, and an effective control system is developed.

BASIC APPROACHES TO THE HIGHER EDUCATION FEDERAL STATE EDUCATIONAL STANDARD OF GENERATION 3 ++ IN SPECIALTY “FIRE SAFETY”

2021 ◽  
Vol 4 ◽  
pp. 82-86
Author(s):  
Seferyan E. ◽  
Keyword(s):  
Higher Education ◽  
Fire Safety ◽  
Professional Activity ◽  
Federal State ◽  
Ministry Of Education ◽  
Normative Documents ◽  
Educational Standard ◽  
Empirical Level ◽  
Basic Approaches ◽  
State Educational

Purpose. The article analyzes the normative documents of the Ministry of Education and Science and the Ministry of Labor, which underlie the development of the basic educational curriculum for the new Federal State Educational Standard 3 ++ majoring in 20.05.01 “Fire safety”. The types of professional activity in the specified specialty are considered, the range of tasks is outlined when introducing an independent assessment of qualifications into the institute system of specialists training. The principle has been determined, which, if not observed, will result in the unbalancing of specialist program. Methods. Theoretical level methods were used within the framework of the research, in particular, analysis, as well as methods of the empirical level – description, comparison and testing. Findings. The research resulted in the development of a scheme for a two-stage education system in the implementation of the Federal State Educational Standard of Higher Education 3 ++, and the direction of specialization for a specialist program has been determined as well. Research application field. The results obtained will help to further develop the main professional educational curricula of a specialist program in two areas, in which graduates will be equally in demand. Conclusions. Taking into account the above said, the study will progress in developing a separate specialist program, aimed at the needs of the labor market in the field of fire safety (engineering, preventive and managerial personnel of the services providing fire safety in an organization).

Design and Analysis of a Reliable Communication System in Nuclear Safety Instrument & Control System

2021 ◽  
Author(s):  
Le Li ◽  
Zhihui Zhang ◽  
Chao Gao ◽  
Fei Zhou ◽  
Guangqiang Ma
Keyword(s):  
Communication Networks ◽  
Communication System ◽  
Communication Systems ◽  
Nuclear Power ◽  
Data Exchange ◽  
Power Plants ◽  
Nuclear Power Plants ◽  
Nuclear Safety ◽  
Safety Communication ◽  
Digital Control Systems

Abstract With the development of digital instrument and control technology for nuclear power plants in recent decades, communication networks have become an important part of safety digital control systems, which takes charge in data exchange between the various sub-systems, and extremely impact on the reliability and safety of the entire I&C system. Traditional communication systems where some special features, such as reliability, safety, real-time, certainty, and independence are not strictly required are various illustrated. However, how to implement a communication system in a safety I&C system is rarely stated in current research. In this research, a reliable safety communication system applied in nuclear power plants is designed and analyzed. The five key characteristics of nuclear safety communication networks are explained, followed by explanation of how to achieve these characteristics. The analysis and verification of the designed system are also stated in this paper, which contributes to proving that the designed nuclear safety communication system could applied in the nuclear power plants.

scholarly journals SCIENTIFIC-METHODICAL ASPECTS OF FORMATION OF READINESS FOR GERMAN-LANGUAGE PROFESSIONALLY ORIENTED COMMUNICATION OF FUTURE AGRICULTURISTS

2021 ◽  
Author(s):  
Tetyana Pakhomova ◽  
◽  
Olga Piddubtseva ◽  
Keyword(s):  
Foreign Language ◽  
Agricultural Sector ◽  
Foreign Languages ◽  
German Language ◽  
Language Training ◽  
Linguistic Features ◽  
Professional Activities ◽  
Joint Activities ◽  
Language Communication ◽  
German Speaking

Active European integration processes in the state, education and business determine relevance of the study. They pay special attention to the discipline «Foreign language for specific purposes» in the training of agricultural specialists. The purpose of this study is to consider the scientific and methodical aspects of formation of readiness for German-language professionally oriented communication among future agriculturists. Theoretical (analysis, systematization, generalization, modeling) and empirical methods were used to achieve this goal. They allowed to analyze the latest scientific research in the field of foreign language training, problems of readiness for foreign language communication, features of foreign language professionally oriented communication of agro-industrial enterprises` specialists. The analysis of the professional requirements for future farmers, scientific approaches to interpretation of the concept «readiness», modern concepts of foreign language teaching methods gave grounds to specify the concept of readiness for German-speaking professionally oriented communication of agriculturists, which is seen as the competence to use acquired knowledge, ability and skills for successful German-speaking professionally oriented communication. Analysis of the national experience of foreign language training of agricultural sector specialists shows that the main purpose of foreign languages studying in higher educational establishments is the training a specialist who can use the German language as a tool of professional activity and professional knowledge. In order to achieve this goal it is necessary to develop the linguistic, social-cultural, educational and professional components of German-speaking professionally oriented communicative competence. Communication is an integral part of the professional activities of specialists. It is based on general social and psychological patterns and focuses on the successful and effective implementation of professional duties, and includes the exchange of proposals, requirements, views, motives to solve specific problems, sign agreements or establish other relations between the subjects of joint activities. German-language professionally oriented communication has its linguistic features, namely: lexical (terms, scientific and technical phraseology, professionalism, jargon, abbreviations and acronyms), grammatical (nominal style, modal verbs, passive voice, sentence length) and stylistic (metaphor, comparison and epithets). According to the fundamental bases of foreign language training the model of formation of readiness for German-language professionally oriented communication among future agriculturists is proposed, based on the peculiarities of teaching foreign languages in agricultural universities and the specificity of professionally oriented communication of specialists in the agricultural sector. It consists of the following blocks: motivational-target, theoretical-methodological, content-technological and productive-estimated. The effectiveness of the model depends on such factors as: the organization of the appropriate language environment, modeling of professional situations in the classroom and increase motivation for professionally oriented communication. The results of the study are to determine the place of formation of readiness for foreign language communication in the professional education of future farmers, to determine the linguistic features of German-language communication of agronomists, to substantiate the organizational and pedagogical conditions of German-language training and create an appropriate model. The formation of readiness for professionally oriented communication in a foreign language is a systematic, long-term process that involves the development of traditional professional ideas, professional thinking and professional behavior.

scholarly journals Communicative self-efficiency of future navigators

2019 ◽  
pp. 65-70
Author(s):  
Natalya Dmytryshchuk ◽  
Alla Linenko
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Professional Communication ◽  
Professional Activity ◽  
Professional Activities ◽  
Foreign Companies ◽  
The Future ◽  
Higher Educational ◽  
High Level

The article deals with the problem of improving the quality of training future navigators according to the strategic goals of the modernization of the educational process in Ukraine’s marine higher educational institutions, based on the humanistic paradigm, which requires special attention to the formation of future navigators’ communicative self-efficiency. The study of this problem is of particular relevance, since it is one of the main professional characteristics for representatives of the senior command navigators that enables them to carry out professional activities productively, adequately and at a high level: to organize the coordinated work of the crew, especially consisting of specialists of different nationalities, religious denominations, mentalities; competently and skilfully communicate with seaport employees, representatives of foreign companies, etc. The paper presents the conceptual provisions of A. Bandura, the founder of the theory of self-efficiency, its role and importance in person’s life as well as those of J. Caprari and D. Servon, D. Matsumoto (communication), educators (self-efficiency), (communicative self-efficiency) in the context of importance and the need to develop and form these phenomena for improving the quality of the training aimed at future navigators in higher education institutions of maritime profile. The phenomenon “communicative self-efficiency of the future navigators” has been defined; its essence and structure have been considered, the latter consisting of three components: reflexive (self-identification with navigators as model professionals, the presence of adequate self-assessment of their own actions in the field of professional communication, a stable reflexive position), cognitive-operational (awareness of the communicative sphere of maritime professional activity, skills, professional communication abilities); affective-behavioural (confidence in the possibility of productive communication in professional activities, emotionality, activity, responsibility, ability to self-regulate and self-sustain). The forms and methods for the formation of communicative self-efficiency of cadets of marine universities involved into the experiment have been presented: reflective workshop, keeping a reflective diary, which gave the cadet the opportunity to conduct self-analysis of their own professional actions and enhance self-understanding regarding the presence of the necessary professional personal qualities for performing their future professional activities effectively and building a positive Self-concept of the future navigator; the organizing dialogue “The role of the reflective component in developing future navigators’ communicative self-efficiency”, the technology “Developing confidence in self-efficiency and productive communication of future navigators in their future independent professional activities”, the training module “Communication skills”, etc. Keywords: communication, self-efficiency, communicative self-efficiency, future navigator, marine higher educational institution.

scholarly journals Oil and gas business specialists’ professional discourse structure and functions study

2018 ◽  
Vol 50 ◽  
pp. 01221
Author(s):  
Liliya Z. Samigullina ◽  
Elina F. Samigullina
Keyword(s):  
Personal Experience ◽  
Oil And Gas ◽  
A Priori ◽  
Professional Communication ◽  
Professional Activity ◽  
Professional Discourse ◽  
Anthropological Theory ◽  
Knowledge Presentation ◽  
Theory Of Language ◽  
Structure And Functions

The article deals with professional discourse which is defined as a speech in the aspect of the event, permeated with extralinguistic, sociocultural, psychological, professional and other factors, as a verbal communication aimed at theoretical and practical business problems solution and requiring special training and experience in a definite sphere of activity. The situation in professional discourse is a kind of professional knowledge presentation depending on the participants’ personal experience. The structure and the main functions of professional discourse are revealed. The fixed and stereotyped character of any professional activity gives a solid ground for professional domains conceptual linguistic modelling, viewed as a base for languages for specific purposes ideographic description. The linguistic modelling can be carried out within the framework of cognitive spheres I. “Nature”. II. “Man”. III. “Society”. IV. “Cognition (a priori)”. The developed professional discourse description model could serve both the needs of the anthropological theory of language and the need to improve the practice of professional communication in different fields.

Stasis in the Shark Tank: Persuading an Audience of Funders to Act on Behalf of Entrepreneurs

2020 ◽  
Vol 34 (3) ◽  
pp. 221-249
Author(s):  
Elizabeth C. Tomlinson
Keyword(s):  
Professional Communication ◽  
Question And Answer ◽  
To Receive

This study investigates the role of stasis, an ancient rhetorical tool with both heuristic and analytic capabilities, in entrepreneurial rhetoric, specifically in pitching and question-and-answer sessions. Drawing from a multiyear sample of Shark Tank pitches, the author found that funders expect entrepreneurs to account for stases of being, quality, quantity, and place. The findings suggest a series of associated questions within each stasis. When these questions are answered unsuccessfully, standstills occur within the funding argument; when they are successfully addressed, the stasis passes, and ventures are more likely to receive funding. The author discusses the implications of this study for entrepreneurship and professional communication.

Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme

2019 ◽  
pp. 35-44
Author(s):  
Yuliya Tokmakova
Keyword(s):  
Foreign Language ◽  
Agricultural Products ◽  
Professional Communication ◽  
Professional Activity ◽  
Integrated Learning ◽  
Approaches To Teaching ◽  
The Subject ◽  
Vocal Art ◽  
Technology Of Production ◽  
Selection Of

Content and language integrated learning (CLIL) of foreign language and profile disciplines is currently one of the innovative approaches to teaching foreign language for professional communication to students of non-linguistic universities. However, this approach is not widely used in universities of the Russian Federation. One of the main problems of this lies in the objec-tive difficulties of a foreign language teacher to develop the content of teaching foreign language for professional communication so that it reflects the features of the future professional activity of graduates of the main professional educational programs. We see the solution of the existing problem in the selection of the subject content based on the principle of reliance actualization of interdisciplinary connection and intraprofile specialization of students. In the this work, we a) analyze three approaches to teaching foreign language to students of non-linguistic universities (English for specific purposes – ESP; English as a medium of instruction – EMI; content and language integrated learning of foreign language and subject area); b) consider studies on the selection of the subject content of teaching foreign language to students of “Jurisprudence”, “Gardening”, “Agricultural chemistry and soil science”, “Musical and Instrumental art”, “Vocal art” and “Art of folk singing” programmes; c) develop the content of teaching foreign language for professional communication to students of an agricultural university in the 35.03.07 – “Technology of production and processing of agricultural products” programme in three teaching profiles: “Expertise of quality and safety of agricultural products”, “Technology of production and processing of crop products” and “Technology of production and processing of livestock products”.

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