Realization of Competence Approach at Teaching Foreign Languages for Vocational Purposes to Master’s Degree Students

2018 ◽  
Vol 6 (5) ◽  
pp. 47-51
Author(s):  
Е. Злобина ◽  
E. Zlobina
Keyword(s):  
Foreign Language ◽  
Master's Degree ◽  
Foreign Languages ◽  
Master's Students ◽  
Engineering Programs ◽  
Master's Degree Students ◽  
Competency Based ◽  
The Subject ◽  
Master’S Degree ◽  
The Given

The article under review is devoted to the problem of teaching foreign languages to master’s students, connected with transition to multilevel system of higher vocational training. The purpose of the given article is to study the process of master’s students while teaching them the subject «Foreign language in the professional sphere» on the basis of ideas of competency-based approach. Defi nitions of key concepts of competency-based approach are given in the article: competency (skill) and the competence. Specifi city of foreign languages teaching master’s degree students is revealed. Possibilities how to change content of the subject «Foreign language in the professional sphere» according to the formed competences are presented. Results of questionnaire of master’s degree students, trained on engineering programs (non-linguistic programs) before carrying out of the experiment and after it are resulted.

Modernization of the elective course content of the Master’s Degree programme for linguists “Teaching Methods in the Format of International Exams”

2020 ◽  
pp. 53-70
Author(s):  
Anna V. Gavrilova ◽  
Nina V. Popova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Master's Degree Students ◽  
Elective Course ◽  
Master’S Degree ◽  
Integrated Tasks

We discuss the existing programme of the elective discipline “Teaching Methods in the Format of International Exams” for Master’s Degree linguist student of pedagogical profile, which presents familiarization of students to the formats of ten international exams. In the process of modernizing the program, it was decided to focus only on the formats of tasks for the TOEFL, IELTS and CAE exams, which complement the content of the main course for Master’s Degree students of pedagogical profile “Theory and Methods of Foreign Languages Teaching” in the lin-guodidactic aspect. The selected tasks are appropriate for introducing to the students of non-linguistic, in particular, technical, universities in the foreign language training program. Integrated tasks in the TOEFL format that implement the principle of interconnected teaching of reading, lis-tening, and speaking/writing are developed similarly by the Master’s Degree linguist students for English language textbooks for students of non-linguistic universities. A detailed analysis of the methods for working with integrated tasks created by the Master’s Degree students is presented. Visual and informational materials from the “writing” section of the academic version of the IELTS exam are the implementation of the methodic principle of professional orientation of teaching. The introduction of graph, bar chart, diagram or table descriptions in foreign language teaching has a high degree of relevance for students of non-linguistic university, especially those of a technical specialization. We show the distribution of lexical and grammatical aspects and developed skills of foreign language learners in accordance with the types of visual and informational materials. The development of universal learning activities (ULA) of students in the process of teaching the description of visual and informational materials is justified. Listening comprehension in the format of the CAE international exam can be used as an element of students preparation for conference activities. Modernization of the elective course programme provides better quality of training for Master’s Degree linguist students aimed at foreign language teaching in a non-linguistic university.

scholarly journals Methodology to evaluate transversal competences in the master's degree in industrial engineering based on a system of rubrics and indicators

2021 ◽  
Vol 8 (1) ◽  
pp. 30
Author(s):  
Carlos Llopis-Albert ◽  
Francisco Rubio
Keyword(s):  
Master's Degree ◽  
Positive Influence ◽  
Project Based Learning ◽  
Industrial Engineering ◽  
Industrial Equipment ◽  
Ethical Commitment ◽  
Subject Design ◽  
Competency Based ◽  
The Subject ◽  
Master’S Degree

<p>This paper presents a methodology to evaluate transversal competences in the context of the subject “Design and application of industrial equipment” in the Master's Degree in Industrial Engineering at Universitat Politècnica de València (Spain). The competency-based education implies several activities, such as a project-based learning that must be eventually defended in public by students in groups. Evidence of learning is collected based on a well-defined system of rubrics and indicators, which are known in advance by students. We have observed that the use of such techniques improves the students learning on the contents of the subject, allows to acquire the transversal competences related to the analysis and problem solving, and enhances the ability to understand concepts intuitively. Moreover, results clearly show a positive influence on the use of such tools for improving the professional and ethical commitment to the issues raised.</p>

scholarly journals The New Requirement for Instructor Recruitment at School of Foreign Languages: What Do Administrators Think?

2021 ◽  
Vol 11 ◽  
Author(s):  
Erdem Aksoy ◽  
Derya Bozdoğan ◽  
Mümin Şen
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Graduate Degrees ◽  
Master’S Degree

In 2018, a legislative change -law number 2547- resulted in the adoption of the title "instructor", replacing "lecturers, specialists, translators, and education planners" for positions at the different departments of universities. This law also led to an adjustment in the instructor recruitment requirements. Correspondingly, the English language teaching instructors must have completed a master's degree to be hired to work at School of Foreign Languages (SFLs). This paper aims to uncover the opinions and suggestions of School of Foreign Language administrators about this change. This study shows that administrators approach the new requirement unenthusiastically due to the possible problems in hiring instructors. As an alternative criterion to a master's degree in ELT, administrators consider certification, teaching experience and graduate degrees in non-ELT programs. The results suggest that instructors be provided with professional development opportunities that merges theory into practice.

scholarly journals CONTINUITY IN THE CONTENT OF TEACHING PROJECT AND RESEARCH ACTIVITIES OF SCHOOLCHILDREN, BACHELOR'S AND MASTER'S STUDENTS ON THE EXAMPLE OF THE DISCIPLINE “FOREIGN LANGUAGE”

2021 ◽  
pp. 148-160
Author(s):  
Elena Kazanceva ◽  
Marina Noskova
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
State University ◽  
Master's Students ◽  
Research Activities ◽  
Successive Formation ◽  
The Subject ◽  
Context Of Learning ◽  
The University ◽  
Different Levels

The article is devoted to the consideration of the process of the successive formation of metasubject results in the framework of project / research activities of students in the context of learning foreign languages. In this regard, the requirements for the degree of formation of metasubject skills formed within the subject of "Foreign language" at various levels of education and taking into account the stages of project activity (including research project) – goal setting, organization and planning, implementation, reflection, presentation. The article describes a project conducted by the Department of foreign languages and linguodidactics of Irkutsk state University called "the Future in the project", implemented in the framework of the subjects "Methodology of teaching foreign languages" at the University and "Foreign language" at school in order to implement the continuity of the content of teaching project/research activities of students at different levels of education.

scholarly journals Evaluating the level of interaction strategies of master’s degree students of non-philological specialties (French as a second foreign language)

Rhema ◽  
2020 ◽  
pp. 53-64
Author(s):  
Anna Р. Avramenko ◽  
Olga Yu. Matveeva
Keyword(s):  
Foreign Language ◽  
Master's Degree ◽  
Master's Degree Students ◽  
Master’S Degree

This article raises the question of necessity to develop interaction strategies for master’s degree students of non-linguistic faculties who study French as a foreign language. It also describes experiment of evaluating their interaction strategies skills. The article specifies which microskills are required to use interaction strategies at B1 level and outlines the features of communication in foreign language in mini-groups of 2–3 students.

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