scholarly journals Peculiarities of teaching professionally оriented oral communication of nonlinguistic university senior students

2021 ◽  
pp. 161-169
Author(s):  
N. A. Demchenko ◽  
Keyword(s):  
Foreign Language ◽  
Oral Communication ◽  
Professional Communication ◽  
Linguistic Knowledge ◽  
Technical Literature ◽  
Initial Stage ◽  
Oral Speech ◽  
Personal Qualities ◽  
Senior Students ◽  
Linguistic Material

The article deals with the problem of teaching students (for whom foreign language is not a specialty) an oral foreign language professional communication. A number of scholars’ woks, including methodologists and linguists devoted to this topic were analyzed. Numerous studies are dedicated to the problem of teaching oral speech in a nonlinguistic university but most of them are often concern only with the initial stage of education. Less attention is given to the problem of teaching senior students professionally oriented oral communication. Professionally oriented teaching refers to training based on the needs of students in teaching a foreign language dictated by the characteristics of the future profession or specialty. It involves the combination of mastering a professionally oriented foreign language with the development of the personal qualities of students as well as with the acquisition of special skills based on professional and linguistic knowledge. It is necessary to highlight the communicative intentions of business communication among other communicative intentions. A typical example of the natural conditions of communication in the specialty is the defense of master's projects. Oral speech during the defense of master's projects is a conversation, a special type of dialogue between the master and the examiner, which is based on the examiner's questions and the master's answers. This type of communication is typical for other situations of communication between specialists. As a result of the study, we came to the conclusion that the basis of the linguistic material in the specialty can be some complexes of information on certain topics composed of texts of different types of technical literature and presented not only in the form of printed sources but also audiovisual materials. The topics of oral speech, the choice of speech means to a large extent will be determined by the range of so-called selected problem questions-tasks. Training specialists in a non-linguistic university is carried out within a limited time as well as on a rather limited material therefore mastering spontaneous speech is quite problematic.

scholarly journals Polylinguism and multiculturalism in the communication and educational space

2021 ◽  
Vol 14 ◽  
pp. 121-127
Author(s):  
Tatyana Lipai ◽  
Evgeniya Khinevich
Keyword(s):  
Functional Analysis ◽  
Foreign Language ◽  
Social Background ◽  
Professional Communication ◽  
Expert Interviews ◽  
Sociological Approach ◽  
The Social ◽  
The World ◽  
The Relationship ◽  
Linguistic Material

The problems of the relationship between language and society attract the attention of researchers from different countries representing various scientific areas: philosophy, history, biology, linguistics, theology, pedagogy, psychology, etc. This study actualizes the sociological approach to the study of the social determinants of the formation of polylingualism as a means of professional communication. According to the sociological results, about 70% of the world's population, to one degree or another, speaks two or more languages, which imposes additional obligations on workers providing international professional communications (Beacco, 2002). Modern multilingual interaction should not be one-sidedly understood only as a borrowing of professional foreign language terminology. It includes the social background of the linguistic material: traditions, mimic and pantomimic codes, the national picture of the world - and becomes the most important factor in professionalization. Methods of systemic and functional analysis, comparison. generalization and collection of empirical data (expert interviews, content analysis).

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

scholarly journals On the issue of teaching a foreign language in high school according to the new federal state educational standard 3++

2019 ◽  
pp. 205-209
Author(s):  
Svetlana A. Smirnova
Keyword(s):  
High School ◽  
Foreign Language ◽  
Professional Communication ◽  
Federal State ◽  
Professional Activities ◽  
Educational Standard ◽  
Wide Range ◽  
Oral Speech ◽  
State Educational ◽  
New Generation

The article deals with the question of teaching a foreign language in high school according to the requirements of the new federal state educational standard 3++ according to which the emphasis in training is on business and professional communication. The potential of using a foreign language as a means of forming universal competences declared by the Federal educational standard of the new generation is also studied. The article describes the methods of teaching a foreign language and the likely area of knowledge and skills obtained as a result of training. It is mentioned the importance of international cooperation and special attention to the development of skills and abilities of oral speech, as well as the task of taking into account intercultural differences in the process of communication with representatives of other cultures. In order to simulate academic and professional communication in the classroom the article offers a wide range of exercises for training, which stimulate authentic intercultural business communication study, which is designed to help graduates in their professional activities.

scholarly journals LEARNING IN BUSINESS FOREIGN (RUSSIAN) LANGUAGE AT A TECHNICAL UNIVERSITY (ON THE EXAMPLE OF NRU MGSU)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
E.L CHERKASHINA ◽  
Keyword(s):  
Oral Communication ◽  
Business Communication ◽  
Russian Language ◽  
Professional Communication ◽  
Master's Students ◽  
Technical Literature ◽  
Explanatory Note ◽  
Essential Components ◽  
Development Of Language ◽  
Language Competencies

Purpose: To acquaint with the methodology of teaching master's students Russian as a foreign language in the fields of business and professional communication; to substantiate the need to implement the "Scientific Speech" section into the course curriculum. Methods: both analytical and explanation methods, making it possible to analyze approaches to the study of the course "Foreign Business Language" by different researchers and methodologists, in order to consider and propose a new approach to teaching the course "Foreign Business Language". Results: The section "Scientific Speech" included into the course curriculum is relevant for foreign master’s students since it promotes development of language competencies (understanding of scientific and technical literature, solving professional problems in a foreign (Russian) language, implementation of written and oral communication for academic and professional interaction). Conclusions: The article notes that the course "Foreign Business Language" should include not only written forms of business communication, but also the scientific style. Professionally oriented texts with pre-text and post-text exercises facilitate the learning of the course curriculum and they are essential components for in-depth comprehension of the scientific style. Training in written forms of business communication is carried out by means of content of formal documents that are relevant in the framework of educational or scientific activities (e.g. order, certificate, memorandum and explanatory note, informational letter, accompanying letter, motivational letter and letter of gratitude).

Difficulties in training students of transport university

2020 ◽  
pp. 111-118
Author(s):  
Yu. A. Moskvina ◽  
Keyword(s):  
Foreign Language ◽  
Big Five ◽  
Personal Characteristics ◽  
Professional Communication ◽  
Big Five Personality ◽  
Older Students ◽  
Educational Standard ◽  
Key Characteristics ◽  
Personal Qualities ◽  
Personality Features

A foreign language teacher can face a number of difficulties in training students of a transport university. Peculiarities of linguistic training dictate the list of professional competences formed in students. Thus, proceeding from Federal Educational Standard and employers’ requirements, it is possible to speak about the need to form students’ foreign-language communicative competence (linguistic competence, in particular) studying English at the level of professional communication. However, before defining the best strategy of teaching a foreign language, students’ personal qualities must be studied. The present article considers diagnostics and subsequent analysis of personal and motivational characteristics of students. The study was based on the following hypothesis: transport university students, regardless of their age, have similar leading personal characteristics. Taking into account the objective, subject and hypothesis, the methodology by A.G. Gretsov «Big Five» of personal qualities» was chosen for the study. It is based on the personality model by R. McCray and P. Cost (1983-1985). A large number of variations in the diagnostics techniques for the «big five» personality features in different languages make it possible to suggest that the «big five» (extroversion, neuroticism, openness, consciousness, benevolence) does contain universal key characteristics that provide an opportunity to «see» the personality and predict its behavior. Having considered the information obtained after the analysis of the results of the «Big Five» test, we can note that students of the studied training program are distinguished by two leading characteristics which are openness to new experience and neuroticism. It may be also noted that, growing older, students become more emotionally stable. Over time, such characteristic as neuroticism decreases, but the increase in the amount of students with such characteristic as consciousness is also recorded.

scholarly journals Substantive and Dynamic Characteristics of Professional Value Orientations in Cadets of the Educational Organizations of the Federal Penal Service of Russia

2019 ◽  
Vol 21 (3) ◽  
pp. 741-750
Author(s):  
N. A. Samojlik
Keyword(s):  
Value Orientations ◽  
Professional Activity ◽  
Educational Organizations ◽  
Specific Knowledge ◽  
Professional Performance ◽  
Initial Stage ◽  
Personal Qualities ◽  
Senior Students ◽  
Qualitative Changes ◽  
Professional Value

The paper features the structure and dynamics of professional value formation in cadets of the institution of the Federal Penitentiary Service of Russia. The study was based on the author's questionnaire "Diagnostics of professional and valuable orientations of the personality" that tests one’s internalization and the content of professional value orientations. It was a longitudinal statistical psychodiagnostics of 180 future employees of various penitentiary organizations. The research demonstrated the dynamics of qualitative changes of professional value orientations. At the initial stage of vocational education, relations, specific knowledge and a need for achievement appeared to be the most important characteristics of the official professional activity. For the third-year cadets, these characteristics included personal qualities necessary for professional performance. Senior students gave preference to personal and professional qualities and skills. The results can be used in educational and social work of military institutions and counseling.

scholarly journals Peculiarities of the development of oral speech for foreign students

2021 ◽  
pp. 148-162
Author(s):  
Olga Zlotnyk-Shagina ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Main Tool ◽  
Oral Communication ◽  
Speech Development ◽  
Holistic View ◽  
Academic Context ◽  
Language And Culture ◽  
Oral Speech

The article considers oral speech as the main tool in the process of learning the Ukrainian language for foreign students. Therefore, oral speech should always be developed and improved. And for foreign students, the development of oral speech in the study of the Ukrainian language is the most important aspect. Without oral coherent speech it is impossible to fully master the Ukrainian language. There are many different methods of speech development for foreign students, for example, Ukrainian literature is closely related to the language and culture of the Ukrainian people, which is ideal for the development of oral speech of foreign students. to determine the role of oral speech in language learning and the formation of students' professional understanding of the essence of communicative activity, nature, components and forms of communication, features of verbal and nonverbal communication code, the influence of national and cultural factors on communication in both professional and everyday activities. As oral presentations become an increasingly important feature of higher education, it is important to find out what oral communication skills students need to function successfully in an academic context. Thus, this specific presentation aims to identify and describe students' assessment of their own skills in the oral academic Ukrainian language, in particular, to compare how good and important their skills are. Oral speech allows students to form a holistic view of the nature and functions of communication in society, the technical means of communication; to acquaint foreign students with the basic laws of communication, with the verbal and nonverbal code of communication, types of communication barriers; to expand the active and passive vocabulary in the field of professional speech of foreign students of philology; to form basic practical skills necessary for communication in the field of intercultural communication; to raise the general educational and cultural level of foreign students. The article presents options for the development of oral speech and presents examples of exercises that contribute to the rapid study of the Ukrainian language as a foreign language and the development of oral speech.Keywords: oral speech, learning Ukrainian as a foreign language, listening, speaking, dialogue, monologue, written language, reading, writing.

scholarly journals Foreign Language Speaking Skills Development through Creating Situations of Verbal Communication

2017 ◽  
pp. 143-147
Author(s):  
S. Tarasenko
Keyword(s):  
Foreign Language ◽  
Oral Communication ◽  
Verbal Communication ◽  
Educational Process ◽  
Skills Development ◽  
Teaching Language ◽  
Oral Speech ◽  
Speaking Skill ◽  
Speaking Skills

Ability to speak is the most essential skill since it is the basic for communication. For improving speaking skill, students need lots of practice, encouragement and correction. This paper examines the peculiarities of educational process organization regarding developing foreign language speaking skills of students in higher educational establishments. It analyzes the main specific features of speaking, as one of the most valued skills in learning a foreign language. A range of problems in teaching language oral speech are considered and analyzed. The main difficulties and reasons for the lack of progress in teaching speaking skills are given and characterized along with the main prerequisites for successful enhancement of these skills. There are many factors that influence the speaking skill of the students. Some factors come from the teacher, some other come from the student itself. According to many teaching theorists, speaking skill can be developed through communicative activities. This paper examines what the role of the teacher is in order to improve the learners’ skills, the features of oral communication that need to be improved and which strategies can be used to overcome the difficulties. The paper also describes some types of language activities that stimulate students' speaking. Some measures to solve the problems are recommended to be taken.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

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