scholarly journals CHANGING FOREIGN LANGUAGE TEACHING STANDARDS AS A CONDITION FOR UNIVERSITY GRADUATES' EMPLOYABILITY

2021 ◽  
Vol 1 ◽  
pp. 777-786
Author(s):  
Marina Vorontsova ◽  
Evgeniya Klyukina
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Soft Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Graduates ◽  
Job Market ◽  
Teaching Standards ◽  
European Languages ◽  
Foreign Language Acquisition

The main aim of the study is to substantiate a new foreign language teaching standard in the universities of Russia closing the gap between the standards and the modern job market demands. In order to achieve this aim it is necessary to define the vector of the changes and correlate them with the bachelor and master students’ requirements. The main changes which the modern labor market is undergoing are the emergence of new related professions, blurring borders between professions, difficulties defining narrow vocational standards. The study hypothesizes that foreign language teaching standards should be transformed towards greater interdisciplinarity and development of soft skills rather than a merely linguistic component in the course. The main methods of research, namely analyzing literature on the soft skills in demand with employers, polls of bachelors and masters on the need and possibility to develop soft skills in the ELT classroom, allowed identifying the soft skills which are in greater demand in terms of employability in the modern job market and received a positive feedback from the respondents – communicative competence, learnability, critical and creative thinking, collaboration skills. A similar poll was conducted among the graduates of the CAAS MSU working in various spheres. The study resulted in developing the new foreign language teaching standard which encompasses teaching two European languages, instructing with the help of interdisciplinary materials and forming soft skills on all the stages of foreign language acquisition. 

scholarly journals The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities

2021 ◽  
Author(s):  
Marina Vorontsova ◽  
◽  
Evgeniya Klyukina ◽  
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Labour Market ◽  
Soft Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Job Market ◽  
Teaching Standards ◽  
European Languages

The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.

IN REFERENCE TO SOFT SKILLS DEVELOPMENT IN THE COURSE OF CROSS-CULTURAL BUSINESS COMMUNICATION

2020 ◽  
Author(s):  
Ольга Ивановна Васючкова ◽  
Татьяна Васильевна Коваленок
Keyword(s):  
Foreign Language ◽  
Soft Skills ◽  
Language Teaching ◽  
Real Life ◽  
Business Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Skills Development ◽  
Law Schools

В статье анализируется образовательный контент предмета “иностранный язык” с точки зрения потенциала для развития гибких навыков. Обсуждаются возможности экстраполяции полученных навыков на реальные ситуации делового общения юриста. The article deals with the content of foreign language teaching at law schools. The nature of soft skills development in the course of cross-cultural business communication is discussed. The authors stress the possibility of extrapolating such skills on real life professional situations.

INTEGRATING POETRY INTO THE FOREIGN LANGUAGE CLASSROOM FROM THE POINT OF VIEW OF SECOND LANGUAGE ACQUISITION

2020 ◽  
Author(s):  
Tatiana Savchenko
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Language Acquisition ◽  
Language Classroom ◽  
Poetic Text ◽  
Poetic Texts

The article deals with the theoretical foundations of foreign language acquisition which are related to the integration of poetic texts into foreign language teaching. The article defines poetic text and its role in foreign language teaching and focuses on the selected foreign language acquisition theories and their interconnectedness with using poetic texts in the teaching of foreign languages.

scholarly journals Fostering foreign-language teaching at university by developing students’ autonomy: The exploratory experiment

2018 ◽  
Vol 7 (4) ◽  
pp. 137-149
Author(s):  
Karine Chiknaverova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Rank Correlation ◽  
Foreign Language Teaching ◽  
Foreign Language Acquisition ◽  
Statistical Relevance ◽  
Exploratory Experiment

This article addresses the issue of activation of the process of foreign-language acquisition by means of fostering students’ autonomy. The author characterises and analyses the nature and components of foreign-language communicative competence and autonomy. It proceeds with justifying the appropriateness of using particular diagnostic tests and specifies the components of autonomy that are manifested during foreign-language teaching and learning at university. The methods employed include statistical relevance check based on the criteria of Mann–Whitney, Wilcoxon rank correlation, analysis by Spearman and factor analysis. The findings confirm the interconnection between intensity and quality of students’ foreign-language communicative competence development and their autonomy. The research identifies three levels of foreign-language communicative competence and the levels of autonomy corresponding to them. The article concludes with an outline of the stages following the exploratory experiment and further recommendations.   Keywords: Learners’ autonomy, foreign-language communicative competence, monitoring learners’ autonomy, foreign-language acquisition, English as a second language.

scholarly journals KONCEPCJE KULTURY A NAUCZANIE I UCZENIE SIĘ JĘZYKÓW OBCYCH – ZARYS TEORETYCZNY

Neofilolog ◽  
2018 ◽  
pp. 21-35
Author(s):  
Krystyna Mihułka
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Final Part ◽  
Foreign Language Acquisition ◽  
The Subject ◽  
Social Pedagogues ◽  
Language Teaching And Learning

Culture has been the subject of researchers’ consideration for centuries, which is confirmed by hundreds of published definitions of the word culture. Even a perfunctory analysis of those definitions indicates that it is difficult to talk about culture using it as a consistent concept. The aim of this article is therefore to highlight the richness of meaning of the word culture by presenting and discussing the characteristics of culture which appear most frequently in definitions developed by social psychologists, cultural anthropologists, social pedagogues, foreign language acquisition researchers, and students of German philology. The final part of this articlepresents those features of culture which allow to place this concept correctly in the process of foreign language teaching and learning.

scholarly journals Einflüsse der Linguistik auf den Fremdsprachenunterricht an polnischen Mittelschulen in den 60er und 70er jahren

2010 ◽  
pp. 103-119
Author(s):  
Anna Maria Harbig ◽  
Keyword(s):  
Foreign Language ◽  
Western Europe ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
System Reform ◽  
European Languages ◽  
The Usa ◽  
1960S And 1970S ◽  
The 1960S ◽  
The Impact

The article presents linguistic theories of the 1960s and 1970s in the USA and Western Europe in the context of foreign language teaching and investigates their reception in Polish glottodidactics. The selected research subject are secondary school curricula for teaching English, French and German. A conclusion drawn on the basis of the analysis of the 1964 and 1966 curricula is that teaching West European languages was influenced by structuralism, British contextualism in particular. The curricula were characterized by a structural-situational approach expressed by the predominance of a spoken language, linguistic models’ situationalism and authenticity (dialogues in everyday life situations), a privileged position of syntax and the use of pattern drill. The analysis of the 1977 curriculum reveals a continuation of previous theoretical assumptions to a great extent. On the other hand, the impact of pragmalinguistics helped to include such issues as learner’s needs, focusing linguistic material on expressing intentions, or paying attention to language register and utterance adequacy, particularly in the context of linguistic errors’ evaluation. Even though the curriculum itself was not implemented into practice due to abandonment of the educational system reform, it formed the basis for works on curriculum in the 1980s. To sum up, it may be claimed that in spite of mostly unfavourable political conditions of the 1960s and 1970s, Polish glottodidactics aimed to maintain a contact with Western linguistics and attempted to transfer linguistic theories formed on its basis into foreign language teaching in Polish schools.

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