SELECTION FEATURES OF THE SUBJECT SIDE OF THE CONTENT OF ENGLISH TEACHING TO STUDENTS OF “JURISPRUDENCE” PROGRAMME

2018 ◽  
pp. 30-38
Author(s):  
Vladimir Vladimirovich ZAVYALOV
Keyword(s):  
Foreign Language ◽  
Criminal Law ◽  
Language Teaching ◽  
Civil Law ◽  
Foreign Language Teaching ◽  
Professional Communication ◽  
Professional Activity ◽  
English Teaching ◽  
The Future ◽  
The Subject

We examine the main trends in foreign language teaching for professional communication in high school students of the “Jurisprudence” programme, the impact of studying on the formation of general cultural and professional competences, as well as differentiation on various training profiles and their influence on the future professional activity. Allocation of training profiles for law students are conditioned both by the capabilities of a particular higher education institution and by the needs of the region for specialists with fundamental knowledge in certain areas of law. In most universities of the Russian Federation within the framework of the “Jurisprudence” programme, three training profiles are distinguished: state law, criminal law, and civil law. Within the framework of the model of integrated subject-language learning of a foreign language for professional communication, the subject content of training should be correlated with the future professional activity of students and the profile of training. The analysis of the main modern vocational education programs (OPOP) in the “Jurisprudence” programme of most universities in the country indicates that the subject content of foreign language teaching is invariant for all training profiles and does not reflect the specifics of the future professional activity of graduates. We describe the specifics of training for each profile in the framework of the “Jurisprudence” programme and highlight the subject content of English teaching to students of state law, civil law, and criminal law training profiles.

scholarly journals On the Study of Teacher’s Question Types and Students’ Answers in Primary School English Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Ning Yang
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
English Teaching ◽  
Question Types ◽  
Teaching Context ◽  
Questioning Strategies ◽  
The Future

Teachers’ questions have been regarded as an important component in foreign language teaching context. The present paper aims to present a brief investigation into teachers’ question types and students’ answers in primary school English teaching, and tries to draw some implications for primary school English teachers. The video was transcribed and analyzed by the researcher. According to what is surveyed in the study, some questioning strategies were put forward for primary English teaching in the future.

scholarly journals FRAME ANALYSIS OF THE NOTION «CONTROL» IN GERMAN FOREIGN LANGUAGE TEACHING DISCOURSE

2021 ◽  
pp. 125-134
Author(s):  
ANASTASIA A. FILIPPOVA ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Frame Analysis ◽  
Subject Area ◽  
Foreign Language Teaching ◽  
Professional Activity ◽  
First Order ◽  
The Subject ◽  
Management Diagnostics ◽  
Frame Set

The article discusses the terminological competence of students in foreign language teaching. Terminological competence means knowledge of terms of the subject area and ability to apply them in professional activity according to the set tasks. A frame analysis of terms is proposed as one of the methods that contribute to faster and better formation of terminology competence. Frame analysis includes the compilation of a frame and a detailed description of its slots. There is an example of a frame analysis of the concept of «control» in German in foreign language teaching discourse. As a result of the analysis of this discourse, a two-level frame was compiled, whose slots of the first order are «management», «diagnostics», «examination», «teaching». Second-order slots include «teacher» and «student» slots that relate to the first-level slot «management». It is concluded that slots of the frame set projection to functions of control in foreign language teaching discourse. Frame analysis is seen as a method to reveal the semantic potential of terms and to better understand their correlation in the term system.

scholarly journals Social demand of society as a factor of specifying the goals of foreign language teaching in technical university

2020 ◽  
pp. 115-125
Author(s):  
Natalia L. Baydikova
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Research University ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Activity ◽  
Federal State ◽  
Social Demand ◽  
Technical University ◽  
State Educational

The structure of the article is determined by the logic of designing the goals of foreign language teaching in a technical university. The highest level of generality of goals reflects the social demand of society as a whole and is presented in the Federal State Educational Standard of Higher Education. At the second level of goal formulation (Model Discipline Programs), they are specified according to the needs of the spheres of economics. In the development of Work Programs of Discipline within the framework of teaching in a specific university, final clarification of goals is required depending on the requirements of regional employers (the third level of specification of goals). In order to clarify the objectives of teaching foreign language to students of technical universities taking into account the requirements of the regional labour market, a questionnaire was conducted in 2019 for graduates of the National Research University „Moscow Institute of Electronic Technology,” working in a specialty in enterprises in the field of exact technologies in Zelenohrad (Moscow). The questionnaire showed that in addition to the four types of speech activities specified in the Model Programs on Foreign Language for Non-Language Universities, engineers use interpretation and translation in their professional activities. The rating of types of foreign language speech activity in descending order of their importance for professional activity of the engineer is as follows: reading – auditing – translation – writing – speaking. The most demanded professional foreign-language tasks in all types of speech activities (except translation) are solved by modern engineers in communicative situations using information technologies.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

scholarly journals Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

2016 ◽  
Vol 9 (11) ◽  
pp. 29
Author(s):  
Shiyong Jiang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Current Situation ◽  
Foreign Language Teaching ◽  
Chinese Context ◽  
English Teaching ◽  
Efl Teachers ◽  
Negotiation Mechanism

<p>Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in China, probes into negotiation mechanism in EFL classroom and provides suggestions on how to apply negotiation mechanism in EFL classroom in China.</p>

Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme

2019 ◽  
pp. 35-44
Author(s):  
Yuliya Tokmakova
Keyword(s):  
Foreign Language ◽  
Agricultural Products ◽  
Professional Communication ◽  
Professional Activity ◽  
Integrated Learning ◽  
Approaches To Teaching ◽  
The Subject ◽  
Vocal Art ◽  
Technology Of Production ◽  
Selection Of

Content and language integrated learning (CLIL) of foreign language and profile disciplines is currently one of the innovative approaches to teaching foreign language for professional communication to students of non-linguistic universities. However, this approach is not widely used in universities of the Russian Federation. One of the main problems of this lies in the objec-tive difficulties of a foreign language teacher to develop the content of teaching foreign language for professional communication so that it reflects the features of the future professional activity of graduates of the main professional educational programs. We see the solution of the existing problem in the selection of the subject content based on the principle of reliance actualization of interdisciplinary connection and intraprofile specialization of students. In the this work, we a) analyze three approaches to teaching foreign language to students of non-linguistic universities (English for specific purposes – ESP; English as a medium of instruction – EMI; content and language integrated learning of foreign language and subject area); b) consider studies on the selection of the subject content of teaching foreign language to students of “Jurisprudence”, “Gardening”, “Agricultural chemistry and soil science”, “Musical and Instrumental art”, “Vocal art” and “Art of folk singing” programmes; c) develop the content of teaching foreign language for professional communication to students of an agricultural university in the 35.03.07 – “Technology of production and processing of agricultural products” programme in three teaching profiles: “Expertise of quality and safety of agricultural products”, “Technology of production and processing of crop products” and “Technology of production and processing of livestock products”.

Psychological and pedagogical conditions for teaching foreign professional communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning

2019 ◽  
pp. 43-54
Author(s):  
Yuliya Tokmakova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Training Model ◽  
Agricultural Products ◽  
Professional Communication ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Integrated Learning ◽  
The Subject ◽  
Technology Of Production

Content and language Integrated learning is one of the modern approaches to teaching a foreign language for professional communication to students of non-linguistic specialties. The im-plementation of the approach implies taking into account the specifics of each specific profile of training within the training direction when selecting the subject content of teaching a foreign lan-guage, as well as when choosing a system of exercises and assignments aimed at creating aspects of students' foreign-language professional communicative competence. The development of an appropriate teaching methodology will depend on the consideration of a number of psychological and pedagogical conditions, which are understood as a complex of interconnected possibilities of the educational environment aimed at quantitative or qualitative changes in personality characteristics. In the framework of this study, teaching foreign students professional communication in the “Technology for the production and processing of agricultural products” programme on the basis of an integrated content-language training model will be effective when taking into account the following psychological and pedagogical conditions: 1) motivation of students to study foreign language professional communication on the basis of an integrated content-learning model; 2) students have a foreign language level of B1 and above; 3) the competence of a foreign language teacher in a profile specialty; 4) taking into account the specifics of the learning profile when selecting the subject matter of teaching a foreign language for professional communication; 5) taking into account the specifics of professional activity in the development of a complex of educational communicative tasks. In this work, we substantiate and describe each of the conditions in detail.

A Term of «Metodics» in the Context of Modern Llinguadidactics

10.12737/7163 ◽  
2014 ◽  
Vol 3 (6) ◽  
pp. 39-44
Author(s):  
Anatoliy Shchukin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Modern Approach ◽  
The Subject ◽  
Communicative Approach

The article focuses on the content of the term methodology of foreign language teaching and its use in the field of teaching Russian as a foreign language in the context of modern linguadidactics. The article also considers attributions of the term “method” from the position of modern approach to foreign language teaching (sistematic, speach of activites, competence). The article describes the object, the subject of linguadidactics, means of teaching in the context of communicative approach as well as the types of modern methodics (classical, communicative, education drama, intensive, integrative) that have extensive application in foreign and Russian language teaching.

scholarly journals The Application of Itest Paperless Test System in College English Teaching

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Peiyu Jin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Rapid Development ◽  
Modern Science ◽  
Test System ◽  
Foreign Language Teaching ◽  
Teaching Evaluation ◽  
Teaching Management ◽  
English Teaching ◽  
Publishing Houses

In the process of public foreign language teaching, teaching evaluation is an indispensable part. With the rapid development of modern science and technology in China, major publishing houses are competing to research various software platforms related to public foreign languages, and carry out the research on the application evaluation of paperless teaching in various disciplines. Among them, the application effect is more prominent is the ITest test platform of FLTRP. This year, our school comprehensively adopts ITest as a means of English teaching evaluation. This paper will focus on the advantages and difficulties of paperless assessment in the process of teaching assessment based on this system, which is of great significance to the future foreign language teaching management of our college.

scholarly journals Der Erwerb von Verbzweitsätzen mit Subjekt im Mittelfeld bei italophonen DaF-Studierenden. Erwerbsphasen, Lernschwierigkeiten und didaktische Implikationen

2010 ◽  
Vol 41 (1) ◽  
Author(s):  
Sabrina Ballestracci
Keyword(s):  
Foreign Language ◽  
Word Order ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Factors Influencing ◽  
Structural Differences ◽  
The Subject ◽  
The University ◽  
Further Development

This paper focuses on the acquisition of German sentences by Italian native speakers in Foreign Language Teaching, with the verb located in second position, and the subject found in the middle field. The study is based upon a corpus of texts written by Italian students during their first six semesters at the University of Pisa. The first part of the study describes the main grammatical structural differences between Italian and German declarative sentences, referring to position of verb, subject and clause constituents. In the second part, I summarize the research results of the main German-Italian linguistic contrastive studies on the acquisition of word order in German, by focusing on declarative sentences with the subject in the middle field. The final part of this paper focuses on the linguistic and contextual factors influencing the acquisition process for further development in this field of study, in order to offer suggestions for foreign language teaching of German.

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