scholarly journals THE DEVELOPMENT OF A BACHELOR’S SOFT SKILLS THROUGH PROJECT ACTIVITIES IN A FOREIGN LANGUAGE

2020 ◽  
Vol 5 ◽  
pp. 459
Author(s):  
Tatyana Klets ◽  
Oksana Malysheva ◽  
Nadezhda Presnyakova ◽  
Maria Starovoitova
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Professional Training ◽  
Soft Skills ◽  
Subject Area ◽  
Project Work ◽  
Skills Acquisition ◽  
High Productivity ◽  
Theoretical Substantiation ◽  
Wide Range

The present period of higher education modernization is characterized by the need to improve the bachelor’s professional training aimed at the comprehensive development of the student’s personality, which, along with hard skills, should have a wide range of soft skills. On the basis of the content analysis of the concept ‘soft skills’ the authors define them as universal socio-personal and general cultural skills and qualities that contribute to successful professional activities and effective interpersonal interaction. The relevance of the study is due to the fact that, despite an active discussion in the scientific literature on the development of soft skills among bachelor students, the level of these skills’ acquisition is quite low and requires a systematic and focused work to improve them.The article presents an appeal to the topic of soft skills through the practice of project activities in a foreign language. The research is aimed at the theoretical substantiation of the psychological and pedagogical effectiveness of project activities for developing soft skills and the generalization of the results of experimental training using the project method in foreign language teaching of non-linguistic students. According to the authors, project work contributes to the obtaining of a complex of non-specialized, career-important supraprofessional skills that are responsible for successful participation in the work process, high productivity and are not related to a specific subject area. Among the most relevant soft skills the authors define communicative, interpersonal and cognitive skills, emotional intelligence, management skills. 

scholarly journals Effectiveness of the prescribed English Language Foundation Course on Communication and Soft Skills as per UGC-CBCS

2019 ◽  
Vol 7 (11) ◽  
pp. 12
Author(s):  
P. Gowri Sankara Rao ◽  
Prof. T. Narayana
Keyword(s):  
Language Learning ◽  
Cognitive Skills ◽  
Life Skills ◽  
Positive Attitude ◽  
English Language ◽  
Interpersonal Relations ◽  
Soft Skills ◽  
Social Emotional ◽  
Self Confidence ◽  
Wide Range

Language learning is interlinked with a wide range of skills and consequently innumerable benefits too. Command over language makes one articulate with self-confidence. It is possible to link language learning to imparting language and life skills by using quotes and excerpts from various genres with the objective of facilitate the learner to develop his/her social, emotional and cognitive skills such as the ability to communicate effectively, improve interpersonal relations, develop positive attitude, be empathetic and think logically and creatively.  

scholarly journals Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach

2019 ◽  
Author(s):  
Ismail Erton
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Structural Characteristics ◽  
Target Language ◽  
Teaching English ◽  
Wide Range ◽  
Modal Auxiliaries ◽  
Teaching Learning

Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and socio-pragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, cloze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.

scholarly journals Professional pedagogical listening competence as an indispensable component of foreign language teacher’s professional training

2021 ◽  
pp. 98-107
Author(s):  
Liliya A. Ibragimova ◽  
Alexandra E. Sarapulova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Scientific Literature ◽  
Subject Area ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Professional Activities ◽  
Communication Activity ◽  
Special Concern ◽  
Definition Of

The article is devoted to the exploration of the characteristics of pedagogical listening being an essential part of the foreign language teachers communication activity and requiring special concern within the system of future professionals training. The study aims to make a case for the need for the pedagogical listening competence to be subjected to focused development during the foreign language teachers professional training. The first part of the article provides the definition of professional pedagogical listening and an analysis of the functions and peculiarities of teachers listening covered in the Russian and foreign scientific literature. The assumption is made that pedagogical listening has its own specifics based on the teachers subject area. The second part of the paper describes the function and peculiarities characteristic of the foreign language teachers listening. As a result, a number of features inherent to the foreign language teachers listening were highlighted. The analysis revealed that those features bring about some difficulties associated with the pedagogical listening implemented by a foreign language teacher, which requires the teacher to have special skills. The results suggest that the pedagogical listening competence requires focused development during the foreign language teachers professional training. The training process containing the components aimed at the development of that competence will provide higher quality training of future professionals and increase graduates capacity to perform their professional activities. The implementation of the task apparently calls for the development of proper scientific and methodological support, which should be considered as one of the promising lines of research on this field.

scholarly journals possibilities of using distance learning in the professional training of a future foreign language teacher

2021 ◽  
Vol 5 (S2) ◽  
pp. 817-830
Author(s):  
Tetiana V. Konovalenko ◽  
Yurii V. Yivzhenko ◽  
Natalia B. Demianenko ◽  
Ihor M. Romanyshyn ◽  
Yevgeniya S. Yemelyanova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Information Technologies ◽  
Professional Training ◽  
Modern Society ◽  
Subject Area ◽  
Language Teachers ◽  
Learning Technology ◽  
Management Skills ◽  
Distance Courses

The study covers the opportunities that distance learning provides for the professional training of the future teacher of a foreign language. The study is based on the authors' experience in participation in two distance courses: the course "Initial Moodle user course" in Ukrainian language and British course "Learning skills and systems". Computer skills and information management skills are studied as an important component of the educational and qualification feature of a bachelor, philologist, teacher of a foreign language and literature. Learning within two distance courses, aspects of different activities, and the use of applications and tools are exemplified. The purpose of the study is to analyses the existing studies on the use of distance learning technology in the professional training of future foreign language teachers, the specific features of this form of learning considering its users, its capabilities, positive and negative aspects and prospects for the development of this subject area. In modern society, there is a need for affordable and high-quality educational services that use the means of new information technologies (MNIT).

scholarly journals ROLE OF THE EXTRACURRICULAR WORK IN THE PROFESSIONAL TRAINING PROCESS OF FUTURE LINGUIST

2021 ◽  
pp. 148-157
Author(s):  
Наталья Александровна Ляшенко ◽  
Жанна Викторовна Марфина
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Institution ◽  
Practical Experience ◽  
Point Of View ◽  
Project Work ◽  
Professional Activity ◽  
Educational Work

Рассматриваются основные цели и задачи внеаудиторных мероприятий, особенности их проведения, требования к ним, а также роль внеаудиторной работы в процессе подготовки будущего лингвиста. Систематизирован теоретический и практический опыт внеаудиторной работы в современном учебном заведении, приводятся примеры авторских разработок внеаудиторных мероприятий, проектной работы студентов. Приводится анализ внеаудиторной воспитательной работы по иностранному языку с точки зрения совместного творчества преподавателя и студентов. Определяется сфера профессиональной деятельности будущего лингвиста. Отмечается важность внеаудиторной работы в повышении уровня культуры студентов и повышении мотивации студентов к изучению иностранного языка. Предлагается совершенствовать уже известные формы внеаудиторной работы для повышения эффективности и мотивации изучения иностранного языка студентами. The main goals and objectives of extracurricular activities, the features of their implementation, requirements for them, as well as the role of extracurricular work in the process of preparing a future linguist are considered. The theoretical and practical experience of extracurricular work in a modern educational institution is systematized; an examples of author's developments of extracurricular activities and students’ project work are given. The analysis of extracurricular educational work in a foreign language from the point of view of joint creativity of the teacher and students is given. The sphere of professional activity of the future linguist is determined. The importance of extracurricular work in raising the level of students' culture and in increasing the motivation of students to learn a foreign language is noted. It is proposed to improve the already known forms of extracurricular work to increase the efficiency and motivation of students learning a foreign language.

scholarly journals DEVELOPING MEDIATIVE COMPETENCE AS SOFT SKILLS COMPONENT OF FUTURE FOREIGN LANGUAGE TEACHERS

2021 ◽  
pp. 128-134
Author(s):  
Hanna Piskurska ◽  
Oksana Popova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Soft Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Teacher Student ◽  
Training Exercises

The article focuses on the problem of developing soft skills of the students majoring in Foreign Language Teaching. The article aims at designing a set of exercises for developing the mediative competence as a component of future foreign language teachers’ soft skills. The following groups of exercises have been selected and described: non-communicative analytical, receptive, partially analytical mediative, and purely communicative. It is concluded that the mediative competence of future foreign language teachers is acquired by the integration of all types of training exercises. Keywords: professional competence; soft skills; mediative competence; meditative activity; professional training; foreign language teacher; student; exercise.

The Opportunities of a Foreign Language in the Development of Future Specialists' Soft Skills

2021 ◽  
pp. 219-225
Author(s):  
Evgeniya D. Platova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Professional Education ◽  
Cognitive Skills ◽  
Soft Skills ◽  
Process Analysis ◽  
Personality Characteristic ◽  
Educational Process ◽  
Interactive Methods ◽  
Teaching Business

The changes at the world's labour market of the past decades demand a reconsideration of the education content, technologies and methods of teaching, ways of upbringing, and prove the importance of a deliberate development of future specialists' soft skills as an integrative personality characteristic which is necessary for successful work activities in modern society. This article aims at specifying the content of soft skills as a personality characteristic and searching the pedagogical ways of their development in acquiring professional education. The study was carried out using theoretical (analysis of pedagogical, psychological and sociological literature, synthesis of knowledge on the problem) and experimental (interviewing, conversation, polling, questionnaire, observation of educational process, analysis of learning materials and teaching resources, their experimental application, monitoring of students' soft skills development) research methods. The analysis of literature on the question allowed concluding that the structure of soft skills includes communicative-interactive, creative, reflexive, and cognitive components, and emotional intelligence. Thus, soft skills are an integrative personality characteristic representing a set of communicative, creative, and reflexive skills in combination with emotional intelligence, cognitive skills, and such personal characteristics as flexibility, friendliness, learnability, punctuality, timemanagement, leadership. Academic language disciplines, especially teaching business interaction in foreign language, are particular promising for the development of soft skills due to the diversity of applied activities and interactive methods based on communicative-interactive tasks. These tasks can be classified regarding their difficulty (simple and complex), content (social and professional), cultural barriers (monocultural and cross-cultural), and number of active participants (monologue, dialogue, group); they can be combined and deliberately made up by a teacher according to educational and professional needs. Experimental teaching business interaction with the help of communicative-interactive tasks demonstrated a systemic development of students' interactive and reflexive skills, critical and creative thinking through actualization of their own position in problem situations. The research shows that interactive learning on the basis of communicative-interactive tasks provides opportunities necessary for developing components of soft skills.

scholarly journals Standards of Foreign Language Teachers’ Professional Training: Prospects and Foreign Experience

2018 ◽  
Vol 8 (3) ◽  
pp. 7-19
Author(s):  
Olesia Sadovets ◽  
Natalya Bidyuk
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Role Model ◽  
Training Programs ◽  
Language Teachers ◽  
National Standards ◽  
Foreign Language Teachers ◽  
Theoretical Substantiation ◽  
Teachers Training ◽  
Different Levels

Abstract The article deals with an urgent issue of necessity to enhance professional training of future foreign language teachers. It has been substantiated that the only way to assess its quality is to use a set of professional standards. Theoretical substantiation of the standards elaborated by TESOL, as well as their step-by-step process of elaboration, have been studied. These standards served as a model for developing standards of foreign language teachers’ professional training in other countries. On their basis the standards of foreign language teachers’ professional training, as well as indicators of teachers’ performance for each of them, have been formulated as a role model for other countries which pay special attention to foreign language teachers’ training. The main difficulties of the standards implementation have been defined, as well as their possible solutions. One of the most urgent issues raised in the article is the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them. Conclusions about productivity and efficiency of the conducted research can only be made after the standards approbation throughout the complete foreign language teachers’ training program that is 4-6 years (depending on the degree - Bachelor or Master). Still, at this stage of our research it is quite clear that one of the possible solutions to the problem of the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them is involvement of stakeholders of different levels to elaboration of the standards (from future teachers to educational authorities). The practical value of the presented material is that it can be used by other countries for elaborating their own national standards.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

Brief history and ways of further development of the department of hydraulic engineering and hydraulics FSBI «VNIIGiM named after A.N. Kostyakov»

2020 ◽  
pp. 18-23
Author(s):  
Alexey Shcherbakov ◽  
Valentin Zhezmer
Keyword(s):  
Land Reclamation ◽  
Water Source ◽  
Water Sources ◽  
Hydraulic Engineering ◽  
Negative Effects ◽  
Extensive Experience ◽  
Safety Level ◽  
Theoretical Substantiation ◽  
Wide Range ◽  
Construction Operation

Department of hydraulic engineering and hydraulics FGBNU «VNIIGiM them. A.N. Kostyakova «has a long history. For many years, the department’s staff has been such scientists and water engineers with extensive experience as M.A. Volynov, V.S. Verbitsky, S.S. Medvedev, N.V. Lebedev, B.C. Panfilov, T.G. Voynich-Syanozhentsky, V.A. Golubkova, G.V. Lyapin and others. The department solved a wide range of tasks, the main areas of research were the following: – theoretical and applied hydrodynamics and hydraulics, with reference to the open channel flows that affect the state and level of safety of the hydraulic structures; – integrated use and protection of water bodies – water sources and water sources of water resources used in land reclamation; – development of measures and technical solutions for the protection of objects from the negative effects of water; – theoretical substantiation of works to improve the safety level of the GTS (declaration); – development and implementation of digitalization methods for solving design, construction, operation and control of landreclamation facilities. Currently, promising areas of research is the development of a decision-making algorithm in the designation of measures to rationalize the provision of resources to water amelioration. The algorithm is developed on the basis of a detailed study, systematization and processing of data both on safety and on the efficiency of systems and structures, ensuring the delivery of irrigation water of the required quality and in sufficient quantity from a water source to the field.

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