Mobile Learning As a Way of Forming Foreign Language Lexical Competence of Students of Non-Linguistic Specialties

2020 ◽  
Vol 9 (4) ◽  
pp. 20-25
Author(s):  
U. Ovezova ◽  
M.-N.L. Vagner
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Teaching Tools ◽  
Professional Activities ◽  
Language Classes ◽  
Lexical Competence

The aim of the research is to analyze the possibilities of mobile learning in the formation of foreign language lexical competence of students of non-linguistic specialties. Research objectives: to explore the possibilities of mobile learning in the formation of foreign language communicative competence of students of higher education institutions in general and lexical competence in particular; to determine the theoretical and methodological conditions for the formation of foreign language lexical competence of students using mobile devices; to carry out an experimental test of the effectiveness of the use of mobile applications in foreign language classes; provide recommendations on the creation of mobile applications focused on the specifics of the future professional activities of students. The research results can be used in practice when creating mobile foreign language teaching tools for students of non-linguistic specialties.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals IMPROVING THE EFFECTIVENESS OF TEACHING STUDENTS A FOREIGN LANGUAGE BASED ON A COMMUNICATIVE METHODOLOGY

2021 ◽  
Vol 9 (12) ◽  
pp. 396-402
Author(s):  
Pulatova Ziyoda ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Learning Rules ◽  
Level Of Knowledge ◽  
Grammar Knowledge

In the context of globalization and integration in the country into the international community, the modernization of foreign language teaching in domestic higher education is taking place. The development of international contacts in the country causes a need for specialists of various profiles who are well-versed in foreign languages, but their training does not always give the desired results. Practice has shown that the grammatical translation method used in the last few decades to teach a foreign language to specialists of various profiles, in which the emphasis is on learning rules and translating texts, rather than on communication, has not fully justified itself. Having generally good grammar knowledge, and skills in the field of translation, graduates of non-linguistic universities have difficulties in communication with foreigners in the course of professional activities, and the question about the level of knowledge of foreign language professionals are increasingly responsible read and translate with a dictionary, which actually means no possession and failure to carry out practical communication in a foreign language.

Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university

2020 ◽  
pp. 107-118
Author(s):  
Yuliya V. Tokmakova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Component Composition ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Federal State ◽  
State Education ◽  
Education Standard

In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expansion of the use of a foreign language as a means of communication has contributed to the designation of the professional foreign language communicative competency development as one of the main goals of professional foreign language teaching in an agrarian university. At the same time, scientists have not come to a consensus on the structure and component composition of professional foreign-language communicative competency. We consider the history of the issue on the example of progremme “Technology of production and processing of agricultural products”, the structure and component composition of the professional foreign language communicative competency of agrarian university student are proposed. Structurally, the professional foreign-language communicative competency of students includes two components: a foreign language communicative and professional. A foreign language communicative consists of five subcompetencies: linguistic, speech, sociocultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific sphere of professional activity and professional activities of specialists in a specific programme. This component will largely determine the content of teaching components of a foreign language communicative competence, adding professionally oriented subject content to the learning process, reflecting the features of specialists in the sphere of agricultural production and processing technology. In addition, as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The work describes in detail the content of these components.

The Problems of Formation of Communicative Competence of Secondary School Students in the Spanish Classes

2015 ◽  
Vol 4 (3) ◽  
pp. 58-61
Author(s):  
Сударь ◽  
G. Sudar
Keyword(s):  
High School ◽  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Written Language ◽  
Spanish Language ◽  
School Students ◽  
Language Classes

In this article the problem of providing Spanish language classes with new updated materials meeting the requirements of communicative approach in foreign language teaching in high school is being raised. The emphasis is placed on training students to master the written language

scholarly journals MEDIA DIDACTIC SUPPORT OF THE PROCESS OF FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE TRAINING

2021 ◽  
Vol 32 (1) ◽  
pp. 112-128
Author(s):  
Lada Petryk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theoretical Research ◽  
Language Training ◽  
School Teachers ◽  
Primary School Teachers

The article reveals the essence of media didactic support of future primary school teachers’ foreign language training. It consists in providing students with methodological support in order to form their foreign language communicative competence through completeing tasks, solving professional and life situations. Media didactic support guids in creating a foreign language communicative environment, which provides clearly defined tasks (situations, instructions) within the subject of the discipline of the foreign language unit and ways to analyze, evaluate foreign media, create own ones and perform manual actions using media tools. The paper presents some elements of the author's media didactic support of future primary school teachers’ foreign language training in the content of foreign language disciplines, which testify to the diversity of future primary school teachers’ foreign language training with didactic tools, methods and forms of foreign language teaching. Applying theoretical research methods (analysis, comparison, generalization, systematization, synthesis and specification), emphasis is placed on aspects of media didactics development in the process of future primary school teachers’ foreign language training, which allows integration of future school teachers’ foreign language communicative competence and their media literacy. It is established that alongside with traditional methods of foreign language teaching (conversation, explanation, demonstration, etc.) innovative ones are being actively used (the usage of computer programs, the usage of mobile applications, creative tasks, webquest, filming, audio recording, analysis of problem situations and others). Media tools (digital images and photos, collages, comics, screenshots, websites, blogs, infographics, clusters, audio recordings, podcasts, cartoons, audiobooks, online dictionaries, social networks, mobile applications for others) expand the didactic tools of foreign language teaching.

Advancing level of professional communicative competence of the students in the institutions of higher education by mean

10.12737/368 ◽  
2013 ◽  
Vol 2 (2) ◽  
pp. 31-35
Author(s):  
Акимова ◽  
N. Akimova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Institutions Of Higher Education ◽  
Professional Competency ◽  
Teaching Technology ◽  
Teaching Case ◽  
Teaching Business

The article considers methodology of using case-study technology in the institutions of higher education in order to form the professional competency of students by means of foreign language teaching. Case-study, being modern teaching technology, had recommended itself is a productive technology of educating specialists in business and economics. Introducing casestudy in the process of foreign language, allows developing professional thinking in foreign language, helps to create the atmosphere of creativity in the classroom. Using the technique in this context, however serves not only teaching the ability of solving professional, as it is supposed to be in teaching Business and Economics, but to create the situation of motivated communication in foreign language in situation which is close to real professional circumstances in the students' future.

PROBLEM-BASED SITUATIONS USE IN THE PROCESS OF FOREIGN LANGUAGE TEACHING AT LAW HIGHER EDUCATION ESTABLISHMENTS

2018 ◽  
pp. 18-22
Author(s):  
Galina Grigor’evna Korsakova ◽  
◽  
Natal’ya Vyacheslavovna Zinevich ◽  
Zhanna Petrovna Popadina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching
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