scholarly journals Pedagogical conditions for the organization of work with vocationally oriented text in the process of teaching a foreign language

2021 ◽  
Vol 18 (1) ◽  
pp. 71-86
Author(s):  
Irina A. Pushkareva
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Personal Characteristics ◽  
Educational Process ◽  
Communication Process ◽  
Professional Competencies ◽  
Organization Of Work ◽  
Authentic Texts ◽  
Effective Work ◽  
Effective Organization

The author of the paper attempts to develop a set of pedagogical conditions that contribute to the organization of effective work of students with a vocationally oriented text in the process of learning a foreign language in order to form common cultural and professional competencies. To consider a vocationally oriented text as a means of creating common cultural and professional competencies, it is necessary to create certain pedagogical conditions for students that contribute to the effectiveness of this process. In this regard, the author of the paper tried to identify and substantiate the pedagogical potential of a vocationally oriented text, instructional conditions for organizing work with it and psychological and pedagogical conditions based on the personal characteristics of students, responsible for the perception of information as a fundamental component of the communication process. The author discloses the concept of pedagogical conditions and creates a set of basic pedagogical conditions for organizing the effective work of students with a vocationally oriented text. The conditions determining the pedagogical potential of the text are discussed, within the framework of which the sequence of the students passing certain stages of work is shown, in order to create their own meaning and counter text. Instructional conditions are analyzed, defining forms, techniques and methods of training, contributing to the effective organization of work with the text, and indicators of formation of declared competencies are highlighted. As part of study of psychological and pedagogical conditions, the possibilities of organizing the educational process are considered, taking into account the psychological and personal characteristics of students. The paper discloses the need to organize training on the basis of authentic texts, as a means of introducing students to the cultural values of the English-speaking countries, in order to search for their own meanings, form self-consciousness, reflection and skills to interact in intercultural communication. The introduction of the considered pedagogical conditions into the educational process made it possible to systematize work with a vocationally oriented text and showed its effectiveness in the formation of common cultural and professional competencies.

scholarly journals Discussion-provocation as a method of improving the educational process

2020 ◽  
Vol 210 ◽  
pp. 18030
Author(s):  
Olga Nikolenko ◽  
Larisa Babakova ◽  
Boris Morenko
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
World View ◽  
Standard Form ◽  
Thinking Skills ◽  
Educational Process ◽  
Skills Development ◽  
Authentic Texts ◽  
Scientific World ◽  
Initial Base

The article describes the methodology of conducting training sessions in the discussion-provocation form as one of the methods of improving speech and thinking skills while teaching Russian as a foreign language in the classroom at an advanced training level and proves its effectiveness in mastering communication skills. It is shown that conducting training sessions in the discussion-provocation form helps to develop speech production skills among foreign students, to unleash creativity and logical thinking, making them to pass and process the information of the suggested basic text through “I-position” the prism. It enriches foreign students with elements of personally marked evaluation, thereby realizing the cognitive, communicative and educational tasks of the learning process. The advantages of authentic texts as an initial base for the speech skills development are described, as far as they reflect the real needs and emotional students’ mood through their approach to the surrounding reality and the interests of a particular individual, orient his thoughts to a given attitude. Discussion-provocation, being a non-standard form of classes helps to form an abstract and scientific world view among foreign students.

scholarly journals PECULIARITIES OF TEACHING FOREIGN LANGUAGES IN TERMS OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 90-98
Author(s):  
SVITLANA VYSOTCHENKO ◽  
IRYNA MALYNOVSKA
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Educational System ◽  
Educational Process ◽  
Foreign Languages ◽  
Educational Activity ◽  
Authentic Texts ◽  
Theoretical Concepts ◽  
Motivating Factor

The article reviews the key peculiarities of teaching foreign languages in the conditions of distance learning. It has been established that the basis of modern paradigms of education consists in scientific and theoretical concepts reflecting the main features of reality. These include personality-oriented learning, individualization and differentiation of educational activity, the formation of motivation to learn, self-development of students and etc. The given conceptual ideas of education are successfully implemented in modern information and educational environment. This provides the organization of the educational process due to information and communication technologies both in person and remotely. Modern paradigms of teaching foreign languages reflect the main features of the modern educational system. The article has considered distance learning as one of the actual areas of modernizing education, as well as the peculiarities of teaching foreign languages ​​in terms of distance learning. It has been summarized that the process of introducing distance learning into the educational system in different countries has its own peculiarities. The specificity of the subject “Foreign language” is correlated with the specifics of distance learning, the main peculiarities of which are network (remote) interaction of all participants of the learning process and a relatively bigger scope of individual work conducted in the form of “Just in time”, interactivity, selection and structuring of educational materials (authentic texts), pedagogical technologies, etc. It has been concluded that distance learning is a motivating factor in learning foreign languages. It contributes to the achievement of personal, metadisciplinary, subject learning outcomes and, ultimately, achieving the aim of learning foreign languages, that is forming foreign language communicative competence

scholarly journals Improving the quality of education: risks of virtual educational environment

2021 ◽  
Author(s):  
С.А. Ковчур
Keyword(s):  
Personal Characteristics ◽  
Legal Regulation ◽  
Educational Environment ◽  
Educational Process ◽  
Quality Of Education ◽  
Digital Learning ◽  
Negative Consequences ◽  
Effective Work ◽  
The Impact

В статье рассматривается проблема влияния рисков виртуальной образовательной среды на качество образования. С точки зрения педагогического взаимодействия как основы цифрового образовательного процесса выделяются риски, связанные с внешними организационными условиями реализации цифрового образования (отсутствие финансирования, принятие неэффективных управленческих решений, недостаточное нормативно-правовое регулирование, отсутствие материально-технического обеспечения, ограничение доступа к образовательным услугам), и психолого-педагогические риски (дидактические ошибки и недостатки в организации цифрового обучения, обусловленные неготовностью к деятельности в виртуальной образовательной среде участников педагогического взаимодействия, и их личностные характеристики, препятствующие эффективной работе). На основе анализа практической реализации проектных технологий даны рекомендации по предупреждению негативных последствий неготовности преподавателей и студентов к учебной деятельности в условиях виртуальной образовательной среды. The article deals with the problem of the impact of virtual educational environment risks on the quality of education. From the perspective of pedagogical interaction as of the basis of a digital educational process, the article highlights the risks associated with external organizational conditions of the implementation of digital education. Among them, there is a risk of a lack of funding, of making inefficient management decisions, of insufficient legal regulation, of a lack of logistical support, and of restricted access to education. Psychological and pedagogical risks are didactic mistakes and defects in the organization of digital learning, and personal characteristics as obstacles to effective work – both due to the unpreparedness of the participants of pedagogical interaction to work in the virtual educational environment. The author expresses opinion of the different degrees of such risks manifestation and the occurrence of consequences for the quality of education. Based on the analysis of practical experience in the implementation of project technologies, recommendations are offered to prevent the negative consequences caused by the unpreparedness of teachers and students learning in virtual educational environment.

scholarly journals FORMATION OF STUDENTS’ READINESS FOR INDEPENDENT WORK WITH A TEXT THROUGH DISTANCE EDUCATIONAL TECHNOLOGIES APPLIED IN TEACHING A FOREIGN LANGUAGE

2021 ◽  
Vol 56 (2) ◽  
pp. 93-100
Author(s):  
M.G. Yanova ◽  
◽  
Yu.A. Olentsova ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Analysis And Synthesis ◽  
Distance Learning Technologies ◽  
Foreign Text ◽  
Effective Organization ◽  
Independent Work

Statement of the problem. The article studies the problem of formation of students’ readiness for independent work when studying a foreign language. The article substantiates the necessity of using distance learning technologies for the effective organization of students’ independent work in foreign language classes. The article analyzes the work with a foreign text in the formation of students’ readiness for independent work through distance educational technologies. The purpose of the article is to identify methods and tools for step-by-step work on the text of a foreign language through distance educational technologies for the formation of students’ readiness for independent work. The methodology is based on the analysis and synthesis of the experience gained in science and practice of teaching a foreign language to students of various specializations. Research results. Based on the analysis of published scientific studies, the methods and tools of working with a text in a foreign language are identified. The choice of the methods and tools is determined by the purpose of the lesson, the type of text chosen for reading, and the stages of working with the text. A system of exercises for students’ independent work on the development of reading skills based on the electronic platform LMS Moodle is proposed. LMS Moodle has many tools for creating these exercises. One can select tools that correspond to the level of students’ training, the type of text and technical capabilities. Conclusion. The use of distance learning technologies in teaching a foreign language significantly increases the intensity of the educational process. It contributes to the formation of students’ readiness for independent work when learning a foreign language in general, and, in particular, when working with a text.

scholarly journals Eventuality of Application of SRH-Technologies Under the Conditions of Education's Digital Transformation

2021 ◽  
pp. 76-92
Author(s):  
Viktoriia Evgenevna Kuznetsova ◽  
Marina Evgenevna Ivanova ◽  
Elena Nikolaevna Starkova
Keyword(s):  
Undergraduate Students ◽  
Soft Skills ◽  
Digital Transformation ◽  
Educational Process ◽  
Organization Of Work ◽  
Reading Groups ◽  
Methodological Basis ◽  
Hard Skills ◽  
Effective Organization ◽  
Oriented Activity

The purpose of the study is to provide a methodological basis for the development and application of an innovative general pedagogical technology (called by the authors SRH-technology) of organizing the pedagogical process at a university, aimed at increasing the effectiveness of teaching bachelors through the use of innovative forms – research studies, networking with the work of students in reading groups, hackathon and foresight sessions aimed at developing hard-skills and soft-skills among undergraduate students. The scientific novelty of the research lies in the development of an innovative general pedagogical technology for teaching undergraduate students (called by the authors SRH-technology), based on a combination of personality-oriented, activity-based and systemic approaches. As a result, the effectiveness of the use of SRH technology in the educational process has been proved, and the main recommendations for the effective organization of work with students in the framework of the listed forms of classes are given.

scholarly journals A communicative act as a main unit of teaching Ukrainian as a foreign language

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Material Selection ◽  
Language Education ◽  
Practical Method ◽  
Educational Process ◽  
Communication Process ◽  
Language Communication ◽  
The Subject ◽  
Communicative Act

The author, emphasizing the necessity of updating the content of the language education of non-philological foreign students of Ukrainian universities, performs a linguo-didactic analysis of the subject side of the content of the system of teaching Ukrainian as a foreign language to non-philological students. Within the modern linguistic paradigm, the subject content of teaching a foreign language, in particular UFL, is considered a system of linguistic means (phonetic, lexical, grammatical, stylistic, socio-cultural, speech etiquette, rhetorical). In the conditions when the modern linguodidactic paradigm is dominated by communicative-activity and intercultural approaches and the consciously-practical method of teaching, aimed at ensuring that foreign students would master the content component of their language education, the following units of learning are recognized: sentences, expressions, texts, and dialogues. The need for updating the content component of the teaching system of UFL arises in connection with the requirements of the modern information society and new requirements for the tasks and results of teaching foreign languages. It has been found that the achievements of a relatively new theory of language communication will allow refining the components of the content of foreign language teaching, which will have an impact on improving the quality of language education of foreign non-philological students of Ukrainian universities. The submitted scientific research substantiates the choice of such a unit of study as a communicative act, which in the future allows reforming the educational process to attract foreign students to Ukrainian discourses. The author describes the structural-semantic components of the personal, verbal-cognitive, verbal and extraverbal levels of the communicative act as a fragment of the communication process within a certain communicative situation. The conclusion is made about the potentialities of the described parameters of the communicative act as a basis for updating the steady methodical principles of language material selection.

scholarly journals Verbal and Non-verbal Means of Communication in Teaching Foreign Language

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Gulden Tussupova ◽  
Assel T. Temirbekova ◽  
Kamila K. Kerimbayeva
Keyword(s):  
Foreign Language ◽  
Verbal Communication ◽  
Educational Process ◽  
Communication Process ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Wide Range ◽  
Similarities And Differences ◽  
Higher Educational

Teaching foreign languages takes one of the most important places in educational process in Kazakhstan. Nowadays learning foreign language in higher educational institutions is connected with educational aims and wide range of business and cultural communication with foreign countries. Communication in foreign language using appropriate style in definite fields or various situations may vary according to the time and may be considered as an object in scientific project. It is necessary to mention that results of such research are extremely important for development of relations, effectiveness of communication, and achievement of communication goals in professional activity by modern learners. The purpose of study is the selection of educational materials and using them in teaching foreign language, taking into account verbal and non-verbal communicative means which have effect on communication process. Methods used in this study are studying psychological basis of the processes which take place in foreign language communication; eliciting methodically relevant similarities and differences in verbal and non-verbal means of native and foreign languages. Our study has found out that it is very important to create new behavioral ways and eliminate discrepancy of existing behavioral norms by using elicited methodically relevant similarities and differences in verbal and non-verbal means in native and foreign languages. We have been selecting verbal and non-verbal communication means. Then we contrasted them in different situations using various types of means in dialogues and monologues performed by students of our university. We have divided students into two groups: treatment and control. In the result of practical study, the researchers could found out that students who are less aware of using and expressing communication means, make more common mistakes in speech or can even offend other speaker unwillingly. This study could be used in development of communicative competences by using non-verbal means. It will help people to avoid the situations like culture clash or misunderstanding between specific cultural behaviour. Scientific outcomes are good practical examples for teaching foreign language in linguistic institutions. Keywords: Development of communicative competence; ; Higher educational institutions; Teaching foreign language; Verbal and non-verbal communication mean

scholarly journals Implementation of a Teacher̕ s Individual Style in the Process of Foreign Language Instruction

2020 ◽  
pp. 149-165
Author(s):  
Margarita Ariyan ◽  
Keyword(s):  
Foreign Language ◽  
Personal Characteristics ◽  
Informed Choice ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Professional Activity ◽  
Language Teacher ◽  
Training Tool ◽  
Individual Style

The article deals with the problem of implementing an individual style of teacher activity in the process of foreign language instruction. The purpose of the article is to raise awareness of the need to correlate professional qualities, temperament, and individual style of teacher activity with specific properties and teaching potential of various means and technologies in foreign language teaching. It is noted that the productivity of a teacher’s activities depends on how successfully her individual intellectual, emotional, and other characteristics are harmonized with the nature of the pedagogical tasks she undertakes. The ability of a teacher to make an informed choice of tools and teaching technologies presented in modern methodological literature is associated with formation of a number of professional skills: the ability to evaluate the methodological potential of a given training tool or technology; to analyze a textbook based on selected criteria: to take into account the learning conditions and characteristics of students, etc. Internal reflection that allows the teacher to become aware of her own mental characteristics can provide an important criterion for choosing methods, techniques, and technologies that are organic for the teacher. The article considers various individual styles of activity, largely determined by the characteristics of a teacher’s temperament, and the author concludes that they need to be taken into account when choosing means and technologies for training. The ability to reflect on one’s own psychological characteristics and to develop an individual style of teaching is thus seen as a most important professional quality of a foreign language teacher. The article presents a thorough analysis of the issue, complete with practical and theoretical provisions related to employing professional and personal characteristics of a foreign language teacher in the educational process. It is stated that the effectiveness of a teacher’s professional activity is determined not only by her methodological training but also by her ability to resolve contradictions between her own natural tendencies, personal characteristics, and the nature of situations that take place in the educational process. The article considers various individual styles in terms of performance and identifies both the factors that determine the individual style of the teacher and aspects of the teacher’s professional activity that depend on the chosen style of teaching. In conclusion, the author emphasizes the importance and urgency of researching and developing practical ways for teachers to choose the optimal type of the learning process within given conditions, taking into account the needs of students and the characteristics of their own personality.

scholarly journals INTERACTIVE TEACHING METHODS IN FOREIGN LANGUAGE LEARNING: THEORETICAL ANALYSIS OF THE PROBLEM

2020 ◽  
Vol 2 (11) ◽  
pp. 56-62
Author(s):  
Ольга Безкоровайна ◽  
Ольга Дищаковська
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Educational Institution ◽  
Educational Process ◽  
Student Interaction ◽  
Communication Process ◽  
Interactive Methods ◽  
Round Table Discussion ◽  
Interactive Teaching ◽  
Active Interaction

The article is devoted to the problem of organization of interactive lessons, emphasizing their important role in improving the quality of education, description the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language lessons with students . It is proved that interactive learning is aimed at teaching students to be actively involved in their learning process. There are different ways to create such participation. This is mostly through teacher-student interaction, student-student interaction, the use of audio, video, video hands-on demonstrations, and exercises.Students are encouraged to be active members of the class, thinking on their own, using their brains, resulting in long-term memory retention. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods to become a thoughtful professional, that means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. It was concluded, that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of communication.

Using methodological potential of environmental pedagogy in foreign language learning

2021 ◽  
pp. 39-44
Author(s):  
Svetlana V. Popova ◽  
Alexander V. Degtyarev
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Research Problem ◽  
Educational Process ◽  
Interactive Methods ◽  
Authentic Texts ◽  
New Organizational Forms ◽  
Environmental Pedagogy

Abstract. We consider the methodological potential of environmental pedagogy in foreign language learning. The using modern educational technology of mixed learning “inverted class” in higher education, the introduction of new principles of the educational process in higher education, the search for new organizational forms of learning, interactive methods and technologies of foreign language teaching are necessary. The solution of the research problem is based on theoretical, methodological and practical issues considered in the study. Teaching a foreign language is based on the methodological potential of the noospheric approach. Foreign language teacher is a facilitator, consultant and ensures successful communication of students in the process of carrying out interdisciplinary or meta-disciplinary research projects. It has been determined that in order to form the ecological competence of future bachelors of biology in foreign language classes, it is necessary to use authentic texts, the selection of which takes into account the criteria of authenticity and genre diversity. It is concluded that environmental competence contains a system of environmental knowledge, skills and abilities, includes a behavioral aspect. The development of this competence is carried out in cooperation with special (biological, environmental) disciplines in teaching a foreign language.

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