scholarly journals WEBQUEST AS A TYPE OF PROJECT WORK AND ITS USE IN FOREIGN LANGUAGE TEACHING

2011 ◽  
pp. 108-116
Author(s):  
Ekaterina A. Kytmanova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Project Work

scholarly journals Experimental Efficiency Study of Project Technology as a Means of Formation Foreign Language Competence of Future Electric Power Engineers

2021 ◽  
pp. 19-35
Author(s):  
Nataliia Bilan
Keyword(s):  
Foreign Language ◽  
Electric Power ◽  
Language Teaching ◽  
Electrical Engineering ◽  
Foreign Language Teaching ◽  
Project Work ◽  
Control Groups ◽  
Language Competence ◽  
And Performance ◽  
Non Parametric

The paper covers the ways of building foreign language competence of students majoring in electrical engineering in the process of their vocational training. The purpose of the article is the practical substantiation of the process of forming the future energy engineers’ foreign languagecompetence by means of project technology and carrying out diagnostic measures to check its effectiveness in foreign language learning. The methods used in this research are theoretical (analysis, comparison, systematization, generalization), empirical research methods (observations, surveys, pedagogical experiment), and statistical (non-parametric Pearson's criterion.). The results. The efficiency of project technology in the indicated process has been substantiated. A number of factors that determine the choice of such a learning technology has been specified, namely they are the following: student-oriented approach, foreign language learner autonomy, building project-oriented skills in specialty metalanguage, relationship between project work as a form of performing educational assignments and types of engineering activity. Author’s definition of project technology has been provided. By this notion a system of active and practical methods of learner-centered education aimed at programmed organization of students’ project activity, creation of educational projects that involve developing skills of independent knowledge acquisition, their practical handling, development of critical and creative thinking and key competences, is meant. The efficiency of project technology in the educational process has been experimentally verified by the example of developing foreign-language competence of students doing Master’s degree in electrical engineering. In order to determine the efficiency of project technology in the process of foreign language teaching to students in the master’s programme compared to traditional teaching methods, control groups and experimental groups with such attributes as reproductive properties, constructability and creativity were formed. Foreign language competence forming according to motivational, communication, professional, projecting and performance indicators was implemented in the process of executing profession-oriented projects. In order to assess the results of future power engineers’ project work, 100-point scale was developed. Conclusions. According to the results of the performed project work, it was determined that the level of foreign language competence in the experimental groups was higher than the one in the control groups. Generalized maturity indices of motivational, communication, professional, projecting and performance components in the control groups and in the experimental groups differed significantly. Group inhomogeneity and the significant differences were confirmed with the help of statistical non-parametric Pearson’s test χ². The obtained results of the pedagogical experiment have proved the efficiency of the suggested project technology and its rationale for implementing in the process of future electric power engineers’ foreign language teaching.

Project work as a tool for communicative competence development

10.12737/3590 ◽  
2014 ◽  
Vol 8 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Марина Гозалова ◽  
Marina Gozalova
Keyword(s):  
Social Behavior ◽  
Foreign Language ◽  
Learning Process ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Project Work ◽  
Individual Contribution ◽  
Teaching Routine

The article focuses on research into project work as a learner’s activity contributing to the development and refinement of his / her communicative competence. The author states that, besides improving a learner’s linguistic competence and promoting his/her involvement with the learning process, project work favourably affects both communication standards and, more broadly, social behavior through providing ample room for cooperation, empathy, creativity, and individual contribution. Thus, embracing project work and making it part of the foreign language teaching routine will ensure that learners acquire communicative competence at a level that meets current requirements.

scholarly journals Individual and Group Projects in English at the University

2020 ◽  
pp. 74-84
Author(s):  
I.E. Abramova ◽  
E.P. Shishmolina
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Project Work ◽  
State University ◽  
Group Projects ◽  
Language Teaching Methods ◽  
The University ◽  
Russian Universities

The article deals with the foreign language training in Russian Universities and the development of professional competencies of the graduates. The reasons for employers’ dissatisfaction with the quality of young personnel’s education are analyzed. An interdisciplinary model of professionally oriented foreign language teaching is considered as one of the means of students’ competencies forming. The potential of project tasks in this model is described, and their advantages in comparison with traditional foreign language teaching methods are indicated. The authors present the system of individual and group projects in English used in Petrozavodsk State University. Besides, the authors describe the stages of students ’activities, give specific examples of projects and analyze difficulties in organizing students’ project work. The article contains an analysis of the results of student surveys confirming the feasibility of using professionally-oriented project tasks in teaching a foreign language at a university.

The use of project methods in foreign language teaching to students of linguistic programmes

2021 ◽  
pp. 24-32
Author(s):  
Irina S. Nikolaenko ◽  
Anna A. Pribytkova ◽  
Olga V. Pustovalova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Project Work ◽  
Design Work ◽  
Draft Version ◽  
Information And Communication ◽  
Technical Issues

The 2019 coronavirus pandemic had a significant impact on the development of new innovative methods and forms of foreign language teaching that can organize distance or blended learning of a foreign language and continue to develop students’ subcompetencies that are part of a foreign language communicative competence. The project method is one of the problem-based teaching methods aimed at enhancing the speech-thinking activity of students in the process of completing a number of tasks. Its unique characteristic lies in the fact that this method can be used both in classroom and in blended or distance learning. However, despite the fact that in the methodic literature there are many studies devoted to the development of specific methods of foreign language teaching (aspects of language and types of speech activity) through information and communication technologies, the researchers did not come to a consensus on what stages the project methods should include. In our work, based on the analysis of the methodic literature, we identify eight stages of organizing the project work of linguistic university students. These include: 1) goal setting; 2) discussion of technical issues of organizing design work; 3) search, collection and processing of the necessary information on the Internet; 4) work on the project; 5) feedback from the teacher and students; 6) work to improve the draft version of the project; 7) presentation of the project; 8) project evaluation. An analysis of some well-known methodic studies devoted to the organization of project work of pupils and students is given, as well as a detailed description of stages of teaching.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

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