The concept of the versatile research skills development among students of a technical university in the process of foreign language teaching

2019 ◽  
pp. 31-43
Author(s):  
Ekaterina Kulikova ◽  
Nina Popova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Language Teaching ◽  
Research Work ◽  
Scientific Work ◽  
Foreign Language Teaching ◽  
Skills Development ◽  
Scientific Conference ◽  
Research Skills ◽  
Technical University

Building research skills for students of technical universities attracts the attention as an important component of the professional competence. One of the possible solutions is to use elements of research work in the process of foreign language teaching, since this academic discipline provides a variety of opportunities for acquiring these skills. Studying a foreign language contributes to the development of research skills, analytical skills and critical thinking. Teaching students how to work with a text, to extract information, to use compression skills (summarizing) and expanding information (commenting), using citation, compiling a bibliographic list will help them gain skills for writing articles. The ability to make a presentation, ask questions and prove their point of view will prepare students for a presentation at a scientific conference and participation in a scientific discussion. Use of computer technology at all stages of training (information retrieval, creation of a written text, preparation of a presentation) also contributes to the skills necessary for a contemporary specialist. Attracting students’ attention to research work in a foreign language contributes to the increase of motivation for scientific work, and to the further studies of a foreign language, which becomes a means of obtaining professional information and generalizing existing knowledge in scientific work. Reliance on previously obtained knowledge brings research skills development in the framework of “foreign language” programme to the fore for non-linguistic stu-dents. These conclusions can be useful for teachers and students of a technical university and can improve research work organization of future specialists.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

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.

TEACHING A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE AT A UNIVERSITY UNDER THE CONDITIONS OF NEO-INDUSTRIAL ECONOMIC DEVELOPMENT

2020 ◽  
Author(s):  
I. A. Vorob’eva
Keyword(s):  
Economic Development ◽  
Foreign Language ◽  
University Students ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Student ◽  
Practical Application ◽  
Industrial Economic

The article is devoted to professionally-oriented a foreign language teaching at a university, which today is one of the links of training a competitive specialist. The author describes the meaning of practical application of a foreign language. The problem of searching a way to improve the quality of foreign language teaching of university students is considered. A foreign language is considered as a means and as a way to improve the professional competence of a university student.

scholarly journals Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

2020 ◽  
Vol 15 (3) ◽  
pp. 76-88
Author(s):  
Thierry Karsenti ◽  
◽  
Olga Kozarenko ◽  
Victoria Skakunova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Online Survey ◽  
Professional Competence ◽  
Language Teaching ◽  
Digital Technologies ◽  
Foreign Language Teaching ◽  
Digital Learning ◽  
Digital Competence ◽  
Pedagogical Strategies

Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

scholarly journals Possibilities of using drama-hermeneutics in the context of intensification of foreign language teaching. I. Pedagogical component

2021 ◽  
Vol 3 (120) ◽  
pp. 62-71
Author(s):  
Nina V. Chemyakina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Research Work ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Immersion Method ◽  
Intensive Training ◽  
Subject Orientation ◽  
Methodological Principles ◽  
The Individual

he method of activating the capabilities of the individual and the team, the method of suggestopedia using technical means, the emotional-semantic method, the immersion method, the course of speech behavior, the method of rhythmopedia and hypnopedia. The possibilities of their application in teaching a foreign language in a non-linguistic university are considered, the main methodological principles of intensive training are revealed. The article analyzes the possibilities of using drama-hermeneutics in the context of the intensification of foreign language teaching in a nonlinguistic university, where the dramatic and hermeneutical concepts have already collected the necessary principles of intensification, united by the pedagogical process into a single whole. The concept of «drama-hermeneutics» is presented as a combination of three principles: pedagogy, hermeneutics and theater skills, where each component provides new opportunities for the implementation of the intensification of the educational process. The intersubject and meta-subject orientation of drama-hermeneutics is noted, which makes it possible to adapt theater tasks and the hermeneutical chain to the conditions of teaching a foreign language in a non-linguistic university. The article highlights the main aspects of the pedagogical component, which are a resource for solving the problem of intensifying the learning process. The importance of using the drama-hermeneutical approach is emphasized, thanks to which students ' cognitive interests are activated, communication skills, emotional sphere, thinking and speech as well as the ability to perform creative and research work in a foreign language in a group are developed. The article describes the positive nature of the use of the drama-hermeneutical approach in foreign language classes at a non-linguistic university, whichis expressed in the integrity of the students ' formed idea of the work to which the lesson is dedicated, thanks to which its image is created and permanently imprinted in the minds of students.

IN REFERENCE TO SOFT SKILLS DEVELOPMENT IN THE COURSE OF CROSS-CULTURAL BUSINESS COMMUNICATION

2020 ◽  
Author(s):  
Ольга Ивановна Васючкова ◽  
Татьяна Васильевна Коваленок
Keyword(s):  
Foreign Language ◽  
Soft Skills ◽  
Language Teaching ◽  
Real Life ◽  
Business Communication ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Skills Development ◽  
Law Schools

В статье анализируется образовательный контент предмета “иностранный язык” с точки зрения потенциала для развития гибких навыков. Обсуждаются возможности экстраполяции полученных навыков на реальные ситуации делового общения юриста. The article deals with the content of foreign language teaching at law schools. The nature of soft skills development in the course of cross-cultural business communication is discussed. The authors stress the possibility of extrapolating such skills on real life professional situations.

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