ACADEMIC DISCOURSE TEACHING IN CASE OF FOREIGN LANGUAGE TEACHING OF STUDENTS IN LINGUISTICS SPECIALIZATION

2018 ◽  
pp. 45-51
Author(s):  
Ivan Sergeevich DRONOV
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Academic Discourse ◽  
Foreign Language Education ◽  
Scientific Article ◽  
Term Paper ◽  
The Subject ◽  
Discourse Teaching ◽  
Definition Of ◽  
Value Strategy

Academic discourse education in case of foreign language education is one of the most important components of forming foreign language communicative competence focused on forming certain professional skills and abilities of linguistics students. We propose the definition of the term academic discourse, which refers to the process and result of a normatively organized professionally oriented verbal and written interaction for educational purposes, possessing both linguistic and extralinguistic properties. The nomenclature of the skills of oral and written acade-mic discourse developed among students at different stages of education includes the following skills in written speech: writing an essay on a given topic, a paper, a summary, an autobiography, a text of a speech or a report, drawing up a poster report, writing a term paper, a scientific article and diploma qualification thesis. The nomenclature includes speaking skills, such as learning to speak at seminars, conferences, educational discussions, presentations, presentation of coursework and diploma thesis, participation in discussion of lecture questions. Characteristics of academic discourse on the components proposed by V.I. Karasik: participants in the internal stage of scientific communication with a division into agents and clients, chronotype, aim, value, strategy with optional tasks, materials, genre features, precedent texts and discursive formulas are developed in the study. We develop the subject content of teaching academic discourse to students in linguistics specialization.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

Organizational and pedagogical conditions of master students teaching written academic discourse

2019 ◽  
pp. 21-31
Author(s):  
Ivan Dronov
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Proficiency ◽  
Current Trend ◽  
Academic Discourse ◽  
Maximum Effect ◽  
Scientific Article ◽  
Technology Learning ◽  
Scientific Papers ◽  
Definition Of

The higher education intensive development current trend with the help of innovative approaches to systematization necessitates the creation of system organizational and pedagogical conditions to achieve the maximum effect of foreign language teaching. In this paper we give the author’s definition of this system as a set of interconnected components necessary for the formation of written academic discourse skills. This system includes the following components (conditions): a) motivation; b) formedness of the students and teachers linguistic and computer competence; c) the language proficiency of students and teachers which is not below the C1 level on the common European of reference for language proficiency; d) the implementation of the technology “Learning in cooperation”; e) combination of classroom and extracurricular forms of work. We note the commonality of the methodological functions of the various types of self extracurricular work and skills in writing academic discourse, and develop a list of types of extracurricular forms of work and develop with them the skills of written academic discourse: writing an essay on a giv-en topic, composing a Curriculum Vitae, writing an structural abstract, writing review of the work read, writing essays on writing speech given at scientific conferences, writing scientific papers, applications for participation in scientific events, the abstract writing for scientific article, writing report, writing poster presentation. We also propose a definition of the term “linguistic and com-puter competence”, which is interpreted as the set of language competencies and skills of modern information and communication technologies necessary for mastering of communicative skills in learning a foreign language.

scholarly journals The creative component of fostering personal culture among prospective teachers by means of foreign-language education

2021 ◽  
Vol 10 (2) ◽  
pp. 238-246
Author(s):  
Olga Vasilevna Volodina
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Language Education ◽  
Foreign Language Education ◽  
Subject Position ◽  
Intellectual Culture ◽  
Collective Creativity ◽  
Educational Product ◽  
The Subject

In the paper special attention is paid to creativity and creative thinking development in the research of fostering personal culture among undergraduate pedagogical students by means of foreign-language education. Creativity is considered one of the essential principles of the civilization progress; creativization of education is one of the main aspects of the intellectualization of education that is associated with revealing personal creative traits and developing the capability to implement creative acts in the educational environment, social and professional spheres. The purpose of the paper is to analyze pedagogical conditions for developing emotional, creative and innovative potential of prospective teachers in various productive intellectual and creative activities using foreign language educational material. The methodological basis for identifying conditions for the development of creative thinking, cognitive, speech-thinking, communicative, regulatory, reflexive skills and the subject position of students for the development of personal intellectual culture of prospective teachers are the ontological, personal, environmental, activity approaches. The efficiency of creative tasks, creative technologies and methods of studying a foreign language is analyzed; these activities are used to train students to get knowledge and skills themselves in order to solve certain problems, to enrich the experience of practical application, to expose independence in creative activity and critical thinking, to foster the traits of a creative personality, to make a personally significant educational product of interaction and collective creativity, self-expression and self-realization of prospective teachers in the process of studying a foreign language at university.

scholarly journals ЧЕТ ТИЛИНИ ЎРГАТИШДА КЎРГАЗМАЛИЛИК ПРИНЦИПИ

2019 ◽  
pp. 142-151
Author(s):  
Gulchekhra SHAKHALDAROVA
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Organization And Management ◽  
The Social ◽  
The Subject ◽  
The Individual ◽  
Effective Use ◽  
Effective Result

Маълумки, ўқув жараёнининг муваффақиятли ва самарали натижаси таълимга қўйилган дидактик талаблар ва принципларга қай даражада амал қилинишига ҳам боғлиқ. Ушбу мақола чет тилини ўқитишда дидактик принциплар татбиғи хусусиятларини ўрганишга қаратилган. Чунки таълим принциплари ўқув жараёнига қўйиладиган ижтимоий талаблар, таълимни ташкил этиш ва бошқаришда риоя этиладиган қонун-қоидалар сифатида амалда қўлланилади. Ўқувчиларга чет тили фанидан бериладиган билим, малака, кўникмалар улар томонидан онгли, пухта ва мустаҳкам ўзлаштирилган бўлиши лозим. Бунинг учун ўқитувчи томонидан тақдим этиладиган ўқув материалларининг ўқув режаси, дастури ўқувчиларнинг индивидуал ёш хусусиятларига мос тарзда тушунтирилиши, улардаги сезги аъзоларининг кўпроқ иштирок этишига эришиш, кўргазмали қуроллар, техника воситаларидан самарали фойдаланиш, дарс давомида ўқувчиларнинг амалий фаолиятини ташкил этиш, мустақил ишлаш, тафаккур қилиш, мантиқий хулосалар чиқара олиш кўникмаларини шакллантиришга катта аҳамият берилиши лозим. Шу сабабли мақолада дидактик принципларнинг назарий асослари, талқини ўрганилиб, чет тили таълимида татбиқ этилишининг айрим хусусиятлари кўргазмалилик принципи мисолида кўриб чиқилган. The main purpose of this article is aimed at teaching a foreign language, studying the features of the application of didactic prints. It is known that the successful and effective result of the educational process depends on the extent to which the laws of the educational process, that is, the didactic requirements for education and the observance of prints. Because educational printouts are valid as the social requirements imposed on the educational process, the laws that are observed in the organization and management of Education. The knowledge, qualifications, skills given to the students on the subject of a foreign language must be consciously, meticulously and firmly mastered by them. To do this, the teacher should draw great attention to the fact that the educational material that he gives is the curriculum, the curriculum should be explained in accordance with the individual age characteristics of the students, the achievement of greater participation of the members of the students ' intuition, the effective use of sighted weapons, technical means, the organization of practical activities of the For this reason, the theoretical basis of didactic printsips, their application in foreign language education by studying interpretation, some features were considered in the example of visual printsip.

scholarly journals PRZEFORMUŁOWANIE JAKO NARZĘDZIE BADAWCZE W AKWIZYCJI JĘZYKA I GLOTTODYDAKTYCE

Neofilolog ◽  
2018 ◽  
pp. 11-28
Author(s):  
Katarzyna Karpińska-Szaj ◽  
Bernadeta Wojciechowska
Keyword(s):  
Education Research ◽  
Foreign Language ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Language Education ◽  
Clear Definition ◽  
Research Level ◽  
The Subject ◽  
Innovative Potential ◽  
Definition Of

The subject of this article is the use of reformulation, the instrument of language acquisition research, in studies on language teaching and learning. Incorporating reformulation into the methodological repertoire of language education research requires a clear definition of differences in the subject-matter and in objectives of research between the two disciplines, in order to clearly capture the potential and limitations of this tool. This article will consider the innovative potential of reformulation at both the research level and the didactic level, at various stages of development of communicative competencies in a foreign language.

scholarly journals Using Game as an Educational Phenomenon in Foreign Language Education of Adults (Practical Instructions)

2019 ◽  
pp. 1-5
Author(s):  
Ilka Birova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Russian Language ◽  
General Definition ◽  
Intercultural Skills ◽  
Definition Of

This review paper is dedicated to the learning game as an educational phenomenon in foreign language education of adults. Gamification becomes one of the main trends in language education not only of children but of adults as well. Game is a central subject of the author’s recent research works, including a monograph about game in foreign language education on the base of Russian language. In the article a general definition of game in language education is given. A conception regarding practical foreign language education with active use of game activities is generally presented. Using game in teaching process is active if it takes an average of 30% learning time. The author gives an explanation about relevance of this proportion. Useful practical instructions for using different game activities at elementary, intermediate and advanced levels of foreign language teaching to adults are presented. Game in the foreign language learning process is a real challenge to the intellect and emotions of adult students. Game activities stimulate not only speaking or writing skills but cognitive, creative, social and intercultural skills as well. The game is a valuable educational phenomenon which has to be actively used in foreign language education of adult students.

Use of the Developing Potential of the Subject “Foreign Language” in the Conditions of Modernization of Primary School

2020 ◽  
Vol 8 (1) ◽  
pp. 12-20
Author(s):  
Z. Nikitenko ◽  
E. Nikitenko
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
School Children ◽  
School Child ◽  
Personal Development ◽  
Language Education ◽  
Foreign Language Education ◽  
The Subject ◽  
High Educational

The article reveals the importance of primary foreign language education for the personal development of a younger school child. The psychological and pedagogical conditions necessary for school children to achieve high educational results while mastering foreign language speech activity are considered. The role of the subject “Foreign Language” at the first stage of school education, which is determined by the purpose and functions of primary foreign language education, is analyzed.

Blogging in Foreign Language Education

2009 ◽  
pp. 292-312 ◽  
Author(s):  
Nat Carney
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Critical Examination ◽  
Comprehensive Overview ◽  
Research Areas ◽  
Potential Benefits ◽  
Definition Of

This chapter gives a comprehensive overview of blogs in Foreign Language Education (FLE) through reviewing literature, critically analyzing potential benefits and concerns about blogs, and suggesting research needed to better understand blogging’s influence on language learning. The chapter begins with a discussion of Web 2.0’s potential impact on FLE and a detailed description and definition of blogs. Following this a comprehensive literature review of blog use in FLE and a critical examination of blogging’s potential benefits and problems in key areas of FLE is offered. Finally, future trends for blogs and further research areas are suggested. Though blogs are a tool that have received relatively minimal attention in FLE literature to date, this chapter argues that blogs can be an important hub of learning in Web 2.0.

Cognitive Aspects of Foreign Language Professional Discourse Teaching While Realizing Projects

2020 ◽  
pp. 192-207
Author(s):  
Ludmila Yu Minakova
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Communication Tools ◽  
Authentic Materials ◽  
Professional Discourse ◽  
Proposed Model ◽  
Communication Efficiency ◽  
Discourse Teaching

This chapter deals with implementation of cognitive-communicative approach to foreign language education of non-linguistic students. In this connection, we should take into consideration the speaker's speech strategy in the attempt to achieve maximum communication efficiency. The recognition of the role of context in a foreign professional discourse emphasizes the great importance of pragmatic procedures for its analysis and its cognitive aspects. This fact should be taken into account in the process of teaching foreign language professional discourse. The criteria for its formation are defined as proficiency in the mental professional lexicon; the comprehensive choice and use of communication tools that correspond to the context of the communication situation and help to achieve the communicative goal; the ability to extract the necessary information when working with authentic materials. Successful teaching of non-linguistic students while realizing professionally oriented projects confirmed the effectiveness of the proposed model of education.

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