scholarly journals Integrated English and Literature course in law schools sponsored by government agencies

2017 ◽  
Vol 6 (3) ◽  
pp. 312-316
Author(s):  
Oksana Olegovna Skobeleva
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Positive Impact ◽  
Educational Process ◽  
Research Activity ◽  
Communicative Skills ◽  
Motivational Aspect ◽  
Language And Literature ◽  
Language Classes ◽  
Cultural Skills

This paper deals with the problem of improving linguistic and cultural skills of students by introducing integrated foreign language and literature classes into the educational process. The integration of cultures in the departmental law institutions is an important element in the training of specialists whose competence is largely determined by their professional skills as well as by the ability to use a foreign language in terms of establishing contacts with representatives of other cultures and the ability to work independently with scientific and practical documentation and literature, to conduct business correspondence and negotiations. The work outlines the basis for the development of an integrative course of English and literature and offers a series of sessions on interdisciplinary interactions. The conducted researches have shown that interdisciplinary connections in foreign language classes have a positive impact on the quality of the educational process: cadets horizons are expanding, motivational aspect of training is increasing, educational and research activity is becoming more active, moral education is formed, and communicative skills of trainees are developing. The obtained results testify to the need to develop such classes within any specialization and orientation, since integrated courses significantly expand cognitive and language skills of students.

Country study commentary as one of the forms of implementation of interdisciplinary relations

2020 ◽  
Vol 60 (11) ◽  
pp. 61-64
Author(s):  
Lala Mustafa Akhundzadeh ◽  
◽  
Nailya Agaguseyin Orujeva ◽  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Effective Means ◽  
Educational Process ◽  
Educational Institutions ◽  
Regional Studies ◽  
Highly Qualified ◽  
English History ◽  
Language Classes ◽  
Country Study

This article deals with the method of using regional studies in foreign language classes in a non-linguistic university. It speaks about the realization of interdisciplinary relations as one of the effective means of professsionalizing the educational process. The paper also considers some variants of activities at the English lessons. Combinations of such subjects as Geography and English, History and English are presented. The interests of students in the field of their specialty are revealed. The interdisciplinary relations as a means of increasing general education and cultural potential of higher educational institutions are also highlighted. The necessity for highly qualified specialists in various specialities is emphasized in this article. Key words: interdisciplinary relations, integration, didactic principles, linguistic and country studies, differentiation of sciences, the emergence of fringe sciences

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

EUROPEANIZATION OF THE UKRAINIAN SYSTEM OF HIGHER PEDAGOGICAL EDUCATION THROUGH THE IMPROVEMENT OF UNDERGRADUATES’ FOREIGN LANGUAGE COMMUNICATIVE SKILLS

2019 ◽  
Vol 3 ◽  
pp. 443
Author(s):  
Yevhen Gromov ◽  
Alla Kolomiiets ◽  
Dmytro Kolomiiets ◽  
Iryna Mazaikina ◽  
Olga Nalyvaiko
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Academic Discipline ◽  
Academic Community ◽  
Educational Process ◽  
Academic Disciplines ◽  
Communicative Skills ◽  
Gradual Introduction ◽  
Pedagogical Science

The article is devoted to the problem of improvement of the foreign language communicative skills of future Masters of Pedagogical Science. Special attention has been given to the issue of gradual introduction into the educational process the practice of teaching undergraduate students some academic disciplines in the English language. The authors share their successful experience of teaching undergraduates of the Physical-Mathematical and the Informational-Technological specialties general-academic disciplines in English. This practice is considered one of the effective ways to increase the students’ foreign language competence. On the example of a general-academic discipline «Methodology and Principles of Scientific Research» the authors prove the urgency and expediency of teaching certain subjects in the foreign languages to the applicants of the Master's Degree in Pedagogical Science. The purpose of this article is to demonstrate the importance of such practice and to show that teaching some general subjects in English can become a significant factor of improvement of the students’ foreign competence, which in turn contributes to the integration of the Ukrainian scientific-pedagogical community into the European academic community. 

scholarly journals Foreign Language Classes in a Pedagogical University: Topical Problems and Possible Solutions

2021 ◽  
pp. 202-208
Author(s):  
Andrei A. Kolesnikov ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Age Groups ◽  
Educational Process ◽  
Foreign Languages ◽  
Self Assessment ◽  
Language Classes ◽  
New Strategy ◽  
Educational Task ◽  
Short Comment

The article discusses a new strategy of professionally-directed (didactic-oriented) foreign language teaching to students of a language pedagogical university (future teachers of a foreign language). The study analyses the components of the teacher’s methodological (linguodidactic) competence, revealing a number of problems concerning their formation in a pedagogical university, as well as showing the dependence of their development on the intensity of their actualisation in the Foreign Language Practice discipline. The article identifies several factors hindering the formation of the linguodidactic competence within foreign language classes. In order to overcome these negative factors, the article offers a new model of teaching foreign languages, described in the formula “from the acquisition of didactic experience to one’s own educative decisions”. The methodology of this model is based on two interrelated methods: contextual teaching and vocation-focused foreign languages teaching, as well as related methods for organizing productive teaching of a foreign language. The model mentioned above assumes a two-stage implementation. At the first stage, analytical work of students is organized. Its aim is to understand and analyse the teaching practice. An important condition is the modelling of basic structural elements and some procedural features of a school lesson while organising university foreign language classes. Particular attention is paid to the implementation of individualised goal-setting, planning and self-assessment (reflection), demonstration of lexis, grammar and phonetics mastering, of active forms and techniques for organising communicative activities, methodological reflection. At the first stage, university students are also offered some methodological tools (for example, goalsetting maps and maps for academic work planning, etc.), which can be used in teaching foreign languages at school. When organising the educational process, much attention is paid to the awareness of methodological facts, phenomena, patterns. Therefore, a new type of exercises (educational-methodological) has been proposed. In addition to an educational task, these exercises contain a methodological task in form of a short comment, an additional question, etc. At the second stage, there is a transition to the organising of a productive methodologically oriented foreign language activity. Three main methods of methodologically oriented teaching are distinguished: modification of authentic (university) materials for different age groups of schoolchildren, conventional “professional test”, and project educational-methodological activity. In conclusion, the main results of the study are summarised.

scholarly journals Differentiated Learning in the Foreign Language Classes

2016 ◽  
Vol 22 (2) ◽  
pp. 463-468
Author(s):  
Georgeta Obilişteanu ◽  
Brânduşa-Oana Niculescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Marginalization ◽  
Intellectual Performance ◽  
Complex Issue ◽  
Language Classes ◽  
Differentiated Learning ◽  
Teaching Learning

Abstract One of the tendencies manifested in the modernization of education is related to the flexibility of instruction aiming to ensure the development of the capacities and aptitudes of each student in accordance with his/her own possibilities and interests. The means of acquiring knowledge and of constantly and creatively applying it into practice should be made available to the students through the teaching-learning-evaluating process. Differentiated instruction can be identified neither with the strategies used, nor with a certain pattern of teaching. It goes beyond that, being a view of teaching and learning that starts from taking into consideration the students’ interests, needs and styles of learning. Teachers have to adapt the whole educational process to the diversity of individuals, avoiding social marginalization or exclusion. The pedagogy and psychology of education is confronted with the complex issue of differentiating and individualizing instruction, which is the indispensable assumption in ensuring each student’s success in achieving the highest possible intellectual performance. The teacher’s important role is that of designing tasks that correspond to the level of proficiency of the group of students he/she is working with.

scholarly journals Exploring literary texts to develop students’ creative writing skills: proposed activities for Spanish as a foreign language

2020 ◽  
pp. 41-49
Author(s):  
Carmen Martín de León ◽  
Cristina García Hermoso
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Writing Skills ◽  
Learning Activities ◽  
Literary Texts ◽  
Communicative Skills ◽  
Fictional Worlds ◽  
Cultural Skills

Literary texts offer a rich environment for language learning that teachers can exploit to develop not only students’ linguistic (pragmatic, discursive) and cultural skills, but also communication and creative skills. In our study, we have used literature with different writing activities that involved the use of students’ imagination and creativity. In order to develop these skills, which require students’ communicative competence as well as their imagination, we need for them to be able to create the meaningful contexts that lie within fictional stories. The assumption is that, as students become familiar with the characters in the novels, they will be able to recreate situations that make sense for those very stories, generating a shared world in which they could immerse themselves. In that shared world, they would be able to participate in possible dialogues and build stories that could have taken place, thus developing their creative and communicative skills. In this paper, we show how the literature-based learning activities that we have designed following this hypothesis have helped students empathise with characters in novels and imagine fictional worlds. Such new fictional worlds have in turn empowered students to communicate in Spanish in an authentic way, that is, in a way that is similar to that of the characters in the novels.

scholarly journals Technology of Critical Thinking Development as a Factor of Achieving Personal Results in a Foreign Language Training

2020 ◽  
Vol 6 (4) ◽  
pp. 453-459
Author(s):  
M. Brattsev
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Educational Process ◽  
Ethical Orientation ◽  
School Students ◽  
Normative Documents ◽  
Personal Learning ◽  
Technology In Teaching ◽  
Language Classes ◽  
Development Technology

The article discusses the issue of achieving secondary school students’ personal learning outcomes using pedagogical technology of critical thinking development in foreign language classes. They are determined the advantages of this technology in comparison with traditional training. Analyze of the requirements of normative documents in relation to the personal results of the educational process, they are summarized in three groups: self-determination, semantic formation and moral and ethical orientation. The prerequisites and personal qualities of students necessary for the development of critical thinking are established. It is presented a three-stage model for the implementation of the critical thinking development technology in teaching foreign languages which includes the stages of challenge, comprehension and reflection.

scholarly journals DESIGN THINKING DEVELOPINGMETHODSIN FOREIGN LANGUAGE CLASSES

PRIMO ASPECTU ◽  
2021 ◽  
pp. 86-92
Author(s):  
Natalia A. FROLOVA ◽  
Irena V. ALESHCHANOVA
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Scientific Activity ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Research Activities ◽  
Language Classes

The article considers the issue of design thinking developing methods in foreign language classes. The study materials are presented by educational and methodological courses for teaching foreign languages, methodical developments for professionally oriented teaching, checklists of students’ educational and scientific activity, the final rating of the educational process of the academic groups participating in the experiment. The methods of observation, questioning and interviewing were used. The experimental results were statistically processed. The authors differentiate between the concepts of "design thinking" and "creative thinking" which are often confused. In this case design thinking is viewed as a higher level of thought process. It was found that the most effective basis for developing students' design thinking skills is the OIW (organized independent work), in particular, project activities. The effectiveness of the methodology for the formation and development of students’ design thinking competence core has been proven experimentally in 2018-2020 academic semesters in the process of full-time and remote working modeat at the Foreign Languages and Humanities Department of the Kamyshin Technological Institute (branch) of the Volgograd State Technical University. The conducted study showed that students participation in the experiment significantly influenced their outlook, quality of intellectual modeling, research activities, subject communication both in their native and foreign languages.

scholarly journals Strategie komunikacyjne w obliczu trudności językowych

Neofilolog ◽  
2017 ◽  
pp. 193-206
Author(s):  
Jolanta Morytz
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Scale Method ◽  
Language Classes ◽  
Verbal Strategies ◽  
The Relationship ◽  
Different Levels

Foreign language classes at university should enhance not only knowledge of foreign languages but with the use of different methods, should also develop skills of communication strategies, which are very important to compensate for deficits in communication. These strategies are indispensable for language learners irrespective of their level of proficiency. The objective of the study described in the present paper is to explore the communication strategies used by Polish students at different levels of knowledge of Italian. Data was collected by two types of questionnaires, one including two open-ended questions. The other was based on a Likert-scale method which examined the frequency of usage of avoidance strategies, verbal and non verbal strategies, as well as the strategy of transfer. Emphasis was placed on the relationship between the use of types of communication strategies and students’ level of proficiency. In the final part the author recommends types of lexical exercises which should be practised during classes to help students to develop their communicative skills.

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