scholarly journals А Systemic and Structural Analysis of the Component Composition of the Content of Foreign-Language Education

2020 ◽  
pp. 190-201
Author(s):  
Svetlana S. Kuklina ◽  
◽  
Maya N. Tatarinova ◽  
Keyword(s):  
Structural Analysis ◽  
Foreign Language ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Point Of View ◽  
Practical Significance ◽  
Educational Content ◽  
Gradual Development ◽  
Emotional Component

The aim of the article is to undertake a systemic and structural analysis of the component composition of the content of foreign-language education. Achieving this aim contributes to solving a serious problem of conceptualising the need for a coherent modelling of all components of the content of foreign-language education in pursuit of its global target: a gradual development of students as multicultural language personalities. The aim of the article defines the content and sequence of the used works: the concept of the integrity of the didactic notion “educational content”; research papers on its design, implementation and quality assessment; the study of the emotional component of the content of foreign-language education and its role in the integral achievement of educational objectives. The study highlighted the systemic, structural, functional, personal, activity, value and emotional approaches to identifying the nature and determining the component composition of the content of education. The knowledge-paradigm concept of educational content and the views of the leading methodologists on the problems of the component composition of the content of foreign-language education were compared. Despite the differences in some positions, the attitudes were identified that allowed the authors to determine the set of components of the content of foreign-language education which are invariably tracked in various systems and concepts. Each of them necessarily contains “knowledge” (ideal), procedural, creative and attitude components. The controversial nature of some issues, related to the subject matter of the article, did not prevent the authors from tracing the key idea for this study: in addition to “intellectual” components, the content of foreign-language education also includes an emotional constituent. Based on this provision, the educational content structure has been improved. The modernized one includes a number of “intellectual” components (subject, procedural reproductive and procedural creative) and an emotional one. The novelty of this point of view lies in the embodiment of a kind of an extra-linguistic factor in the content of foreign-language education. It reflects the researchers’ recognition of the need for an emotionally charged education that forms the value competence of students. The practical significance of the presented materials is that they can be used to make changes and additions to the content of foreign-language education that are aimed at forming the experience of students’ emotional and value attitude to the world around them.

scholarly journals SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL

2020 ◽  
Vol 66 (2) ◽  
pp. 89-94
Author(s):  
Z.K. Zhanazarova ◽  
◽  
T.A. Kulgildinova ◽  
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Specialized School ◽  
Basic Approaches

The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.

scholarly journals The Implementation of Emotionally-Valuable Component of the Content of Foreign-Language Education (on the Material of Study Course “Spotlight”). Part II

2019 ◽  
Vol 21 (7) ◽  
pp. 164-202
Author(s):  
M. N. Tatarinova ◽  
O. V. Sungurova
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Linear Structure ◽  
Foreign Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Practical Implementation ◽  
Valuable Component ◽  
Emotional Value

Introduction. The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-valuable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.The aim of this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods. As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment – the content-analysis of the current English-language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty. It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emotionally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The contentanalysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance. The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.

scholarly journals Foreign language education in inter-cultural learning and citizenship services -A review of selected paper

2019 ◽  
Author(s):  
Maya Yolanda ◽  
Veronica Saragi ◽  
Niki ardiyanti ◽  
Mesin ayu sinaga
Keyword(s):  
Service Learning ◽  
Foreign Language ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Foreign Languages ◽  
Cultural Learning ◽  
Extracurricular Activity

This paper aims to provide a brief description and review of the research that has been done by Petra Rauschert and Michael Byram entitled, “Service learning and intercultural citizenship in foreign language” published in the Cambridge Journal of Education using descriptive qualitative analysis. This paper tries to understand the learning of foreign languages combined with the learning of intercultural services and intercultural citizenship education from the researcher's point of view. Where research conducted by the researcher is carried out by explaining two approaches, namely the first one is 'Intercultural Service Learning' (ISL) and 'Intercultural Citizenship Education' (ICE). The researcher Petra Rauschert and Michael explained at the beginning of their writing about the two types of education and their origins and theory, and examples of each are then provided. This paper assesses what the researcher is trying to convey leads to an explanation that the service component is not considered as an extra or extracurricular activity but as an integral part of the teaching and learning process. A comparison of the two reveals many similarities and potentials to enrich and mutually enrich each other to facilitate the teaching of foreign languages. The article they made seems have a clear flow on how to explain these two types of education and make this article ease to understand.

scholarly journals Techniques of mastering the emotional component of the content of foreign-language education

2021 ◽  
Vol 49 (1) ◽  
pp. 357-389
Author(s):  
Maya N. Tatarinova ◽  
◽  
Andrey V. Kazakov ◽  
Natalya A. Gruba ◽  
Andrey V. Ivanov ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Urban District ◽  
Significance Level ◽  
Moral Perfection ◽  
Activity Component ◽  
High Stage ◽  
Emotional Component ◽  
Secondary Grades

The problem for the research. Due to the focus of foreign-language education on the moral perfection of a younger personality and the development of a student’s creative abilities, many researchers consider that the structure of its content should include not only the “intellectual”, but also the emotional component. In this regard, the problem of developing an appropriate activity component that would contribute to the realization of reserves of such content and the appropriation of the cultural heritage of humanity by schoolchildren is becoming more and more urgent. Methods of investigation. The study involved students at the primary (grades 1–4), secondary (grades 5–7), high (grades 8–9) and subject-oriented (grades 10–11) levels of school foreign-language education. These are 138 students of schools in Kirov, Kirov Region, Izhevsk and the urban district “Lesnoy” (Russian Federation). In the experimental work foreign-language text material of emotional content was used, as well as the techniques of mastering the emotional component of the content of foreign-language education as a unit of emotional activity component of foreign-language education. The results were processed using methods of mathematical statistics (dispersion, standard deviation, Fisher’s criterion). The findings of the study. Identify statistically significant differences in the initial and final indicators of students with a vertical form of control at the significance level of p = 0.05. Thus, the indices of the Fisher criterion in assessing the results of mastering the “intellectual” unit and the emotional component of the content of foreign-language education by students of the junior stage were 1.89/1 and 1.3/1, respectively. At the middle stage, they were as follows: 2.47/1 (for the “intellectual” unit) and 1.5/1 (for the emotional component); at the high stage – 1.7/1 and 1.0022/1; at the profile-oriented one – 2.36/1 and 1.08/1. Conclusions. The results of the control experiment confirmed the feasibility of introducing techniques of mastering the emotional component of the content of foreign-language education in the mass practice of secondary schools. These data are of a fundamental nature on the way to the of a student as an intercultural language personality.

scholarly journals The emotional technology of foreign-language education and its use at the level of an axiological micro-discourse

2021 ◽  
Vol 52 (4) ◽  
pp. 192-219
Author(s):  
Maya N. Tatarinova ◽  
◽  
Marina G. Shvetsova ◽  
Elena V. Bodnaruk ◽  
Frank A. Heberlein ◽  
...  
Keyword(s):  
Foreign Language ◽  
Self Regulation ◽  
Language Education ◽  
Foreign Language Education ◽  
Statistical Characteristics ◽  
Diagnostic Tools ◽  
Third Grade Students ◽  
Educational Task ◽  
Depth Study ◽  
Emotional Component

The problem for the research. Today the most important educational task is raising a harmoniously developed personality, competitive and in demand in the modern multicultural society. The problem for our research is the search in the system of school foreign-language education for the conditions for the development of such a personality, known as the “intercultural language personality”. Methods of investigation. The experimental part of the study was conducted on the bases of Kirov Lyceum of Natural Sciences and a secondary school with in-depth study of some subjects in the town of Nolinsk, Kirov Region (32 third-grade students). Special diagnostic tools were applied to identify the results of using an emotional technology of foreign-language education at the level of an axiological micro-discourse: the success rate as the indicator of the level of students’ skills and habits in the field of the “intellectual” unit of foreign-language education content; a series of methods for determining students’ mastery in the sphere of the emotional component (“Proficiency in the system of national and universal values”; “Three wishes”; “Research of volitional self-regulation”; “Who am I?”; “Incomplete sentences”. The findings of the study. The results of the study showed that at the level of an axiological micro-discourse the indicators of proficiency in both “intellectual” and the emotional component of foreign-language education content increased in 97 % of the third-graders, participating in the experiment. The statistical characteristics of the results indicate that they are not random in nature, but are explained by the conduct of experimental work. By its end the standard deviation of the students proficiency in the “intellectual” module of the content of foreign-language education decreased by 0.05; in the emotional component – by 1. The Fisher test data were 1.89/1 and 1.3/1, respectively (p<0.05). Conclusions. As a result of achieving the goal of the article, the emotional technology of foreign-language education is presented, and the specificities of its use at the level of an axiological micro-discourse are shown. New terms were introduced: “an emotional technology of foreign-language education”, “an axiological micro-discourse”.

scholarly journals CORPORATIVE RESEARCH WORK OF STUDENTS OF A LANGUAGE UNIVERSITY IN THE CONTEXT OF DISTANCE LEARNING

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 14-18
Author(s):  
U. Adilzhanova ◽  
D. Dzhussubaliyeva
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Digital Technology ◽  
Research Work ◽  
Language Education ◽  
Foreign Language Education ◽  
Practical Significance ◽  
Research Activities ◽  
Conducting Research ◽  
Favorable Conditions

The article deals with the problems of conducting joint (corporate) research work of students in the context of distance learning. Considered the theoretical and practical significance of students' research activities using digital technology for foreign language education. Also the article describes the processes of learning using digital technologies and how to provide favorable conditions for students when conducting research work online. Shown the possibility of students' work coperatively and remotely. 

scholarly journals Análise e crítica de dois materiais didáticos em língua japonesa

1969 ◽  
pp. 157-178
Author(s):  
Yüki Mukai ◽  
Mayumi Edna Iko Yoshikawa
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Information Source ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Japanese Language ◽  
Teaching Material ◽  
Teaching Materials ◽  
Constructive Analysis

In this paper, constructive analysis of two teaching materials in Japanese Language: Nihongo Shoho (The Japan Foundation , 1981) and Minna no Nihongo (3A Corporation, 1998) is made from the point of view of Applied Linguistic, or better, from the point of view of the Japanese Language Teaching in Brazil. The main reason of this analysis is that, first of all, there is a difference that should be made salient in the method adopted by each material and the number of auxiliary materials. The feature that those two teaching materials have in common is their auxiliary/support characteristic for the courses, because we believe there is no teaching material that can be considered as a Bible for the education. In this context, we assure that the teaching materials (reference books) can be a useful information source for users (both for teachers and learners), but any material cannot be used exclusively. In other words, the foreign language education shouldn’t be centered on, nor be completely dependent on teaching materials, but on learners, because it is they who have to achieve their goals and reach the objectives of the course in a satisfactory way.

scholarly journals The Implementation of Emotionally-Valuable Component of the Content of Foreign-Language Education (on the Mate rial of Study Course “Spotlight”). Part I

2019 ◽  
Vol 21 (6) ◽  
pp. 146-170
Author(s):  
M. N. Tatarinova ◽  
O. V. Sungurova
Keyword(s):  
Content Analysis ◽  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Linear Structure ◽  
Foreign Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Practical Implementation ◽  
Emotional Value

Introduction. The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-val- uable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.The aim of this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods. As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment - the content-analysis of the current English- language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty. It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emoti- onally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The content- analysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance. The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.

scholarly journals “一带一路”倡议背景下中国新疆高校外语教育发展路径探索

2021 ◽  
Vol 20 (4) ◽  
pp. 187-194
Author(s):  
Xuemei Shan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
National Development ◽  
Language Education ◽  
Foreign Language Education ◽  
Practical Significance ◽  
Belt And Road Initiative ◽  
Belt And Road ◽  
The Belt And Road

The most important competition of the 21st century is that of talents. How to make higher education and the cultivation of talents contribute to the long-term national development agenda and the construction of a community of a shared future for mankind is a significant task and mission of higher education in China. The Belt and Road Initiative is one of the means to share the Chinese experiences, Chinese wisdom and bonus of reform and opening-up. Construction of the core area of the Silk Road Economic Belt and the implementation of the Open Up West Program call for talents to contribute to the regional development. It has brought both opportunities and challenges to foreign language education in universities and colleges in Xinjiang. The cultivation of talents in foreign language education must integrate into the scope of internationalization in national higher education and meet its expectations of talents by focusing on fostering character and civic virtue, maintaining and serving regional social stability and long-term security and pursuing development in the long run. The tripartite route of development is as follows. Firstly, it is expected to design and carry out the tasks and agenda in line with China’s Ministry of Education’s concern of internationalization in higher education. Secondly, it is vital to focus on important aspects with a deep awareness of opportunities and challenges of internationalization. Thirdly, it is of practical significance to explore various potentials of development through Sino-Russian cooperation in faculty training and development, cultivation of talents, scientific research and cultural exchange with the help of platforms of cooperation in operation. With the joint efforts of both parties, there is hope that the cultivation of talents in foreign language education will bolster mutual capabilities in serving the Belt and Road Initiative.

The Content of the Emotional Component of Foreign-Language Education: Principles of Selection and Organization

2021 ◽  
pp. 211-218
Author(s):  
Svetlana S. Kuklina ◽  
◽  
Maya N. Tatarinova ◽  
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Language Education ◽  
Foreign Language Education ◽  
Value Orientations ◽  
Educational Process ◽  
Activity Component ◽  
Emotional Component ◽  
Methodological Principles ◽  
The Individual

Today, the issue of developing the principles of selection and organization of the content of the emotional component of foreign-language education, which can change the value preferences not only of the individual, but also of society, is becoming urgent. The leading approach to research in this article is axiological (emotion- and value-based). The culturological nature of foreign-language education is closely related to the educational process's value foundations, which emphasize innovative aspects of linguodidactics. The inclusion of cultural values in the foreign-language educational process contributes to the development of students' value orientations, as well as their emotional and volitional sphere. The logic of the presentation of the material in the article suggests solving a number of interrelated tasks: to describe private methodological principles of selecting the content for this component, to present the principles of its organization, to describe the holistic system of selection and organization of the content of the emotional component of foreign language education in secondary school. The described principles of selecting the content of the component in question are focused on the motivational personal aspects and value-based senses of foreign-language education, and are aimed at achieving its personal results. These are the principles of holistic reflection in the content of foreign-language education of the objectives for a harmonious development of personality and formation of a student's basic culture, emotional significance of the content of speech material, its problematic nature, relevance of the complexity of the content to learners' actual learning opportunities, individualization. To give the component the ability to work in any conditions of the foreign-language educational process, its sub-components should be built in accordance with the principles of functional systems organization: actualization of characteristics aimed at achieving the goal of the system; neutralization of dysfunctions in the process; concentration of actualized functions of all sub-components to obtain the result while giving them some lability to ensure the dynamism of the system. The principles of selection and organization of the content of the emotional component are presented as a hierarchical whole. It has a specific composition and contains the description of their functioning, the key function, and the functioning environment. This system requires an activity component of foreign-language education that is adequate to the content of the emotional component. Its characteristics will be presented in the authors' further studies.

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