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.

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”.

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

2020 ◽  
pp. 53-63
Author(s):  
Yuliya V. Tokmakova
Keyword(s):  
Foreign Language ◽  
Thinking Skills ◽  
Agricultural Products ◽  
Interactive Methods ◽  
Integrated Learning ◽  
Cognitive Content ◽  
Language Communication ◽  
The Subject ◽  
Technology Of Production ◽  
Teaching Professional

Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, content and language integrated learning (CLIL). We implement approaches in practice through a number of principles. We describe in detail the principles of content and language integrated learning: the principle of authenticity, the principle of intensive foreign language proficiency, the principle of an active teacher, the principle of multiculturalism, the principle of the development of higher-level thinking skills, the principle of sustainable learning, the principle of adaptation of educational material, the principle of reliance on the native and foreign languages, the principle of motivation. The process of teaching agrarian university students a professional foreign language in the conditions of content and language integrated learning is based on such teaching methods as: communicative and interactive methods, problem and vocational training methods, tandem method and control methods. The subject content of students’ teaching is based on the subject content of teaching in relevant disciplines and reflects the specifics of future professional work of students. We provide a detailed description of all the components of the methodic model.

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.

Selection of subject-specific content of teaching a foreign language for professional communication in a medical university in the framework of Content and Language Integrated Learning

2021 ◽  
pp. 29-37
Author(s):  
Valentina Y. Potapova
Keyword(s):  
Foreign Language ◽  
General Medicine ◽  
Professional Communication ◽  
Integrated Learning ◽  
Specific Content ◽  
Practicing Teachers ◽  
Common Opinion ◽  
The Subject ◽  
Medical University ◽  
Selection Of

The issue of selecting the subject content of teaching a foreign language for students of non-linguistic specialties is one of the topical issues facing many authors dealing with the teaching of foreign languages. For many specialties, this issue remains open. Few authors come to a common opinion on this issue, but separate courses are already ready for a number of specialties. However, on the issue of selecting the subject content of teaching a foreign language in a medical university, many practicing teachers have not come to a consensus. We examine the issue of teaching a foreign language in the framework of two directions: ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning). We consider the issue of the subject content of training and give our understanding of this topic in the framework of teaching the specialty of medical students and propose to highlight the subject aspects of the content of teaching a foreign language for professional communication of students of medical universities of the specialties “General Medicine” and “Dentistry”.

FEATURES OF THE SELECTION OF THE SUBJECT CONTENT OF TEACHING A FOREIGN LANGUAGE IN THE AGRARIAN UNIVERSITY

2018 ◽  
pp. 46-55 ◽  
Author(s):  
Ksenia Vladimirova KAPRANCHIKOVA
Keyword(s):  
Foreign Language ◽  
Approaches To Learning ◽  
Education Institution ◽  
Professional Communication ◽  
Soil Science ◽  
Whole Body ◽  
Professional Activity ◽  
Language For Specific Purposes ◽  
The Subject ◽  
Selection Of

Foreign language for professional communication is one of the disciplines of the curriculum of students in non-linguistic areas of training, the purpose of which is the foreign language preparation of students for communication on professional topics. Despite the fact that a whole body of scientific works is devoted to the consideration of various aspects of learning a foreign language for professional purposes, nevertheless, to date, there are a number of debatable questions that require additional study and consideration. One of such issues is related to the selection of the subject content of teaching a foreign language in general and a foreign language for professional communication in an agricultural university in particular. Analysis of a number of curricula and basic professional educational programs in non-linguistic areas of training for different universities of the country suggests that the subject content of the discipline “Foreign Language for Professional Communication” is invariant for students of several adjacent areas of training and does not reflect the specifics of future professional activity of graduates. This problem is of particular relevance in situations where there are several separate training profiles within the same training area. We indicate the relevance of the study, compare three main approaches to learning a foreign language for professional communication (foreign language for specific purposes, integrated subject-language training, the study of a number of professional disciplines in a foreign language), describe the features of teaching a foreign language to students of an agricultural higher education institution, using the example of the direction of training “Agrochemistry and Agro Soil Science” develop the subject content of foreign language teaching for students of two separate profiles: “Agrochemistry and Agro Soil Science” and “Agroecology”.

scholarly journals Development of foreign philological students’ pedagogical competences by the course «Professiogram of a Teacher of Russian as a Foreign Language»

2019 ◽  
Vol 8 (3) ◽  
pp. 333-339
Author(s):  
Olga Viktorovna Filippova
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Foreign Students ◽  
Academic Discipline ◽  
Professional Activity ◽  
Federal State ◽  
Educational Standard ◽  
Major Teaching ◽  
State Educational ◽  
Competencies Development

The paper deals with the role of the discipline Professiogram of a teacher of Russian as a foreign language (variable part of Curriculum 45.03.01 Philology, major - Teaching Russian as a foreign language) for the development of foreign philological students pedagogical competences. The demand for Russian philological education among foreign students is largely due to the desire to continue teaching. Federal state educational standard of higher education for Curriculum 45.03.01 Philology involves the development of a number of pedagogical competencies that are important for prospective teachers of Russian. To develop necessary competencies and to become a successful specialist it is necessary to get a set of knowledge and skills, culture and experience, which is the professiogram of the teacher of Russian as a foreign language. The paper also deals with the specifics of the academic discipline Professiogram of a Teacher of Russian as a Foreign Language and defines the conceptual content, principles and form of practical work. The basis of pedagogical competencies development is a complex of knowledge about requirements for professional activity and personality of the teacher, pedagogical abilities as well as components of pedagogical skills. The specificity of the discipline Professiogram of a Teacher of Russian as a Foreign Language is that it develops communicative personality of a prospective teacher. The paper contains examples of practice-oriented tasks.

scholarly journals Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School

2020 ◽  
Vol 9 (7) ◽  
pp. 130
Author(s):  
Maria V. Tsurkan ◽  
Anna Ilkiv ◽  
Oksana V. Maksymiuk ◽  
Ivanna M. Struk ◽  
Nataliya O. Shatilova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Negative Emotions ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Experimental Investigations ◽  
Teaching Methodology ◽  
Emotional Factor ◽  
Emotional Component

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.

Methodical model for teaching foreign professional communication students of “Agricultural Engineering” programme based on content and language integrated learning

2019 ◽  
pp. 55-67
Author(s):  
Tatiana Baydikova
Keyword(s):  
Foreign Language ◽  
Professional Communication ◽  
Learning Tools ◽  
Integrated Learning ◽  
Agricultural Engineering ◽  
Principle Of Duality ◽  
Competency Based ◽  
Knowledge Personalization ◽  
And Control ◽  
Engineering Programme

Methodical model is a set of interconnected components that form a single system aimed at achieving a common goal – the formation of foreign language communicative competence among students in the “Agricultural Engineering” programme based on content and language integrated learning. The teaching system is built on the basis of system, competency-based, per-sonal-activity, communicative-cognitive approaches, as well as content and language integrated learning. These approaches are implemented in practice using a number of didactic and methodical principles. We describe in detail the methodical principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of gradual complication of content, the principle of duality of reliance on native and foreign lan-guages, the principle of optimality, the principle of knowledge personalization, the principle of in-teractivity and the principle of language adaptation. Content and language integrated learning of students is carried out on the basis of the following teaching methods: interactive, communicative, information-reproductive, productive, tandem-method, vocational teaching and control methods. The content of teaching based on content and language integrated modeling reflects the profile specifics of training specialists in the framework of a particular specialty. Learning tools are a set of tools of a teacher for the purpose of development, teaching and upbringing. We present and de-scribe in detail all the components of the methodical model.

Hypertext as a Way of Organizing Educational Space (Professional Communication in the Context of Russian as a Foreign Language)

2020 ◽  
Vol 9 (4) ◽  
pp. 56-60
Author(s):  
D. Manchenko
Keyword(s):  
Foreign Language ◽  
Knowledge Acquisition ◽  
Natural Science ◽  
Foreign Students ◽  
Educational Environment ◽  
Professional Communication ◽  
Information Presentation ◽  
New Approaches ◽  
General Terms

Arguing that the modern educational space in connection with the change in the paradigm of information presentation and knowledge acquisition presupposes the presence of new approaches and new, more advanced and adequate tools, the author of the article suggests organizing propaedeutic training of foreign students of a natural science profile in the hypertext format. The author describes in General terms the model of hypertext educational environment and argues its advantages.

scholarly journals Text in modeling the language consciousness of foreign students

2020 ◽  
pp. 177-193
Author(s):  
Olga Zlotnyk-Shagina
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Foreign Students ◽  
Writing Skills ◽  
Main Tool ◽  
Professional Activity ◽  
Main Task ◽  
Great Opportunity ◽  
The Relationship

The article considers the text as the main tool in the process of learning the Ukrainian language for foreign students. The text helps not only in learning the foreign language, but also in learning the mentality and the formation of intercultural competence. That is why the initial postulate of the theory of linguistics in Ukraine is the focus on the study of Ukrainian culture in the process of learning the language through various media and sources of national and cultural information, for example, through the text. For this purpose, texts and tasks for them have been developed, which will later be included in the educational and methodological development intended for foreigners studying the Ukrainian language. The article presents a classification of tasks that accompany the texts by stages of their implementation and examples of such tasks for the rapid study of Ukrainian as a foreign language. The main task of a teacher of Ukrainian as a foreign language is to make the most of the material of the textbook for the development of grammar and language skills and abilities of students, because they need to encourage them to express themselves and prepare for natural communication. The purpose of training always determines the choice of methods. For foreigners studying the Ukrainian language, the motivation is mainly constructive communication with Ukrainian-speakers, official correspondence in the Ukrainian language, i.e. professional activity. And in this aspect, the creative approach to working with the text is an effective solution to educational problems, which is based on the analysis of the relationship between language and speech, speech and thinking, thinking and communication. Therefore, the article presents a practical part of working with the text to learn the Ukrainian language. The textbook for learning Ukrainian as a foreign language is not only a means of teaching foreign students to read in Ukrainian, but also a great opportunity to form and develop their speaking, listening and writing skills, so in the arsenal of every teacher of Ukrainian as a foreign language should be different texts which correspond to the cultural theme as well as the interests and abilities of students.

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