scholarly journals Interactive Technologies in Teaching a Foreign Language at Higher Educational Establishment

2016 ◽  
Vol 71 ◽  
pp. 54-59 ◽  
Author(s):  
Oksana Gorbanyova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Personal Development ◽  
Communicative Competence ◽  
Educational Institution ◽  
Principal Result ◽  
Interactive Technologies ◽  
Educational Establishment ◽  
Higher Educational

The purpose of this study is to analyse the effectiveness of using interactive technologies in the process of teaching a foreign language at a higher educational institution. The principal result of our research is the analysis of the influence of using interactive techniques on acquiring communicative competence and personal development. The major conclusions estimate the significance of applying interactive technologies in learning process.

scholarly journals On Interactive Pedagogical Technologies Which Can Assist English Language Students to Improve Their Learning Skills

2020 ◽  
Vol 6 (4) ◽  
pp. 416-421
Author(s):  
R. Azimbaeva
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Personal Development ◽  
English Language ◽  
Communicative Competence ◽  
Educational Institution ◽  
Principal Result ◽  
Learning Skills ◽  
Interactive Technologies ◽  
Development Of Students

The purpose of this study is to consider the effectiveness of using interactive technologies in the process of teaching a foreign language at a higher educational institution. The principal result of our research is the analysis of the influence of using interactive techniques on acquiring communicative competence and personal development of students. The major conclusions estimate the significance of applying interactive technologies in learning process.

scholarly journals PECULIARITIES OF DEVELOPMENT OF THE MASTER STUDENTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF AGRICULTURAL UNIVERSITIES

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.A KHLYBOVA ◽  
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Communicative Competence ◽  
Educational Institution ◽  
Language Competence ◽  
Essential Condition ◽  
Self Study ◽  
Higher Educational ◽  
The Individual ◽  
Individual Self

The article discusses development of the master students’ foreign language communicative competence of technical (agricultural) higher educational institution. The requirement to develop foreign language communicative competence is an essential condition for the professional sphere of communication. The organization of the master students’ self-study allows to align the levels’ differences of students’ training to a certain extent. The article notes that the development of tasks of varying degrees of complexity in accordance with the levels of the students’ foreign language communicative competence intensifies the learning process significantly, increases both the classroom work and the individual self-study of students. In order to level the students’ foreign language competence, the study of lexical material is organized with an emphasis on the specifics of the terminology-rich agricultural scientific and technical texts. The process of working on specific texts develops the dictionary-oriented skills, forming a vocabulary in the direction of training, as well as the ability to use the studied lexical terms in professionally oriented discourse.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

scholarly journals FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTICS HIGHER EDUCATIONAL INSTITUTIONS BY THE METHOD OF INNOVATIVE DICTATIONS

2019 ◽  
Author(s):  
Natalia Baranenkova ◽  
Natalia Lashuk
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Interactive Technologies ◽  
Effective Activity ◽  
Motivation For Learning ◽  
Higher Educational ◽  
Different Levels

The article deals with the issue of the effectiveness of using dictogloss as a way of enhancing communicative speech activity, critical thinking and creative potential of students of non-language higher educational institutions in ESP classes. The key stages of the traditional dictogloss are considered: 1) preparation; 2) dictation; 3) reproduction; 4) analysis and reflection, comparing texts created by subgroups with the original or with texts of other subgroups. The main principles (such as the principle of cooperation training and the use of interactive technologies, the principle of the curriculum and the educational process connection, the principle of diversification, the principle of the development of mental, mnemic and perceptual processes, the principle of emotionality, the principle of systematicity and consistency) aimed at ensuring the outcomes and effectiveness of innovation dictations and the ways of their implementation are outlined. The main modified versions of the dictogloss are analyzed and recommendations for their preparation in ESP classes are provided: dictogloss-negotiations, «student-control» dictogloss, student-student mode, «Summary» dictogloss, «Express your own opinion», «Reodering dictogloss», «Add details», «Picture» dictogloss. Dictogloss is determined to be an effective activity for teaching ESP, since it can be applied to different levels of foreign language proficiency and adapted for any specialism. The advantages of the dictogloss are emphasized: it can be used to represent a new topic, to revise and practice vocabulary or grammar material; it does not require more time for preparation than other types of activity; the teacher can change the forms of dictations, adding a competitive element or element of the gamification; it can become a source of motivation for learning a foreign language and a way of diversifying pedagogical techniques and technologies.

THE USE OF INTERACTIVE TECHNOLOGIES FOR IMPROVING COMMUNICATIVE COMPETENCE IN LISTENING AND SPEAKING OF STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS

2018 ◽  
pp. 36-39
Author(s):  
Yaroslava Krapchatova ◽  
Oksana Holovko
Keyword(s):  
Cooperative Learning ◽  
Communicative Competence ◽  
Educational Institutions ◽  
Specific Information ◽  
Higher Educational Institutions ◽  
Interactive Technologies ◽  
Grammatical Skills ◽  
Higher Educational ◽  
Kagan Structures ◽  
Teaching Of Listening

The article analyzes interactive technologies for the teaching of speaking and computer technologies for the teaching of listening, which are used to improve the foreign communication skills of students of higher educational institutions. The test tasks for checking the English listening competence at each of the stages of working with audio text are introduced as well as the most widely - spread Cooperative Learning structures known as Kagan Structures, particularily the strucutresTeam Statement, Three-Step-Interview, Inside-Outside Circle, which can be effectively used for developing speaking skills at the foreign language lesson, as the goal of Cooperative Learning is to provide the students with ample opportunities of using the language. So they are more likely to attain fluency or communicative competence. Computer tests are offered to improve students’ listening skills and abilities. Various computer exercises are used to check, assess and evaluate lexical and grammatical skills, language and semantic anticipation, understanding of the gist, details and specific information of the text. The stages of working with a listening text (pre-listening, while-listening and post-listening) are provided. The analysis of the “Hot Potatoes” software is given. The following types of computer exercises: multiple choice, multi-select, gap-filling, matching and jumbled-sentence are described and elaborated. A certain computer exercise is used at a certain stage to check and assess a particular skill or ability.

COMPONENTS OF PEDAGOGICAL TECHNOLOGY FORMING THE PROFESSIONAL REFLEXION OF FUTURE SOCIAL PEDAGOGES IN THE HIGHER EDUCATIONAL INSTITUTION

2018 ◽  
pp. 68-73
Author(s):  
M. Vasylieva-Khalatnykova
Keyword(s):  
Vocational Training ◽  
Theoretical Basis ◽  
Educational Institution ◽  
Definite Integral ◽  
Integral System ◽  
Organizational Unit ◽  
Educational Establishment ◽  
Higher Educational ◽  
Professional Formation

In the article the characteristics and peculiarities of pedagogical technology of formation of professional reflection of future social educators in the higher educational institution is a clear scientific and theoretical basis for the optimal realization of the tasks of vocational training. The developed pedagogical technology was considered as a collection of regular, functionally related components, constituting a definite integral system. The allocation of components in pedagogical technology has allowed it to be divided into blocks (target, functional, informative, organizational, productive) that provided the opportunity to more clearly represent the purposeful process of forming professional reflection of future social educators in the higher educational institution. The formation of a professional reflection of future social educators in a higher educational institution will be successful in the presence of appropriate pedagogical conditions. Moreover, it is necessary to identify, analyze and generalize in a systematic way those pedagogical conditions, to effectively influence this process and the professional formation of future social educators. The introduction of pedagogical technology for the formation of professional reflection of future social educators in a higher educational establishment is impossible without taking into account the pedagogical conditions for its implementation. In spite of the fact that they acted as part of the organizational unit of sound and developed pedagogical technology, in essence they were a kind of "core" that allowed it to function and be effective.

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