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.

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”.

Pedagogical conditions for professional foreign language teaching to students of “Agricultural Engineering” programme based on the model of content and language integrated learning

2020 ◽  
pp. 94-106
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Agricultural Engineering ◽  
Grouping Students ◽  
Further Development ◽  
Engineering Programme ◽  
Development Of Students

Currently, content and language integrated learning is becoming more widespread in the teaching of agrarian university students. For university pedagogy, this is a fairly new and innovative approach aimed at achieving two goals at the same time: 1) the further development of students’ foreign language communicative competence; 2) the further development of professional competencies by means of a foreign language. The dual purpose testifies to the fact that with this approach, a foreign language is both the teaching goal and a mean of professional development of students. However, the effectiveness of the teaching methods will depend on the consideration of a number of pedagogical conditions. In this work we identify and substantiate six pedagogical conditions, the consideration of which, when developing the appropriate teaching methods, will contribute to the effectiveness of the process of professional foreign language teaching in an agrarian university students of the “Agricultural Engineering” programme. These conditions include: a) the selection of subject content of teaching is carried out on the basis of the implementation of intersubject communications reliance principle; b) in the learning process, problem speech tasks are used, as well as tasks that reflect the specifics of the students’ future professional activities; c) the minimum level of foreign language proficiency by students is B1-B2; d) grouping students by level of knowledge of a foreign language; e) grouping students according to their study profiles within the framework of the programme; f) the competence of the teacher in the field of foreign language, profile specialty and methods of teaching them. The work describes in detail each of the selected conditions.

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.

scholarly journals CONTENT AND LANGUAGE INTERGATED LEARNING IN FOREIGN LANGUAGE COURSES FOR ENGINEERING STUDENTS

2021 ◽  
pp. 107-127
Author(s):  
N. A. Gunina ◽  
E. Yu. Voyakina ◽  
L. Yu. Koroleva ◽  
T. V. Mordovina
Keyword(s):  
Foreign Language ◽  
Engineering Students ◽  
Course Design ◽  
Theoretical Foundation ◽  
Teaching Method ◽  
Language Teaching ◽  
Professional Communication ◽  
Language Courses ◽  
Competency Based ◽  
Foreign Language Courses

In modern foreign language teaching, a variety of approaches is used to meet the learners’ needs in acquiring language skills for professional communication. One of them is Content and Language Integrated Learning (CLIL), an innovative language teaching method that combines learning a foreign language and profession-related content. In this paper, we describe the experience of designing a course in English for students of Biomedical Engineering with elements of the CLIL approach. A theoretical foundation for implementing CLIL within the competency-based approach is provided. The core principles of CLIL are discussed. The paper focuses on the course design and its structure as well the main requirements to selecting the learning materials. The examples of sample tasks and activities for the course are presented.

Interdepartmental interaction in an agrarian university as a basis for the development of a professional foreign language course based on the model of content and language integrated learning

2021 ◽  
pp. 69-78
Author(s):  
Ksenia V. Kapranchikova ◽  
Elena L. Zavgorodnyaya ◽  
Elena S. Saenko
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Integrated Approach ◽  
Professional Communication ◽  
Integrated Learning ◽  
Professional Orientation ◽  
Thematic Content ◽  
Course Assessment ◽  
Professional Activities ◽  
Definition Of

One of the new approaches to foreign language teaching for professional communication in non-linguistic universities, including agrarian ones, is content and language integrated learning. In contrast to a foreign language for special purposes, an integrated approach aims to develop a foreign language communicative competence and professional competence of students within one course. In this case, the discipline “Foreign Language for Professional Communication” is aimed at intra-profile specialization. However, the main difficulty in developing an integrated course arises in determining the subject-thematic content of training, reflecting the future professional activities of students. A foreign language teacher, for objective reasons, is not compe-tent to highlight this subject-thematic content of education. In this regard, interdepartmental inte-raction is presented as an effective and efficient solution to the current problem. In this work we: a) determine the relevance of interdepartmental interaction for the development of integrated courses; b) highlight the key differences between teaching a foreign language for special purposes and content and language integrated learning; c) illustrate interdepartmental interaction at all stages of the development of an integrated course and teaching materials. There are seven such stages in the work: 1) assessment of students’ needs; 2) defining the goals and objectives of the course; 3) definition of course topics or subject-thematic modules; 4) definition of subtopics of each sub-ject-thematic module; 5) selection of foreign language texts of a professional orientation; 6) development of problematic tasks of foreign language speech and professional orientation; 7) course assessment.

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”.

Subject content of foreign language teaching in the professional sphere of students of “Agricultural Engineering” programme based on content and language integrated learning

2020 ◽  
pp. 65-74
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Agricultural Sector ◽  
Language Teaching ◽  
Electrical Equipment ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Agricultural Engineering ◽  
Key Issues ◽  
The Subject ◽  
Agricultural Business

Content and language integrated learning of a foreign language and specialty is one of the new approaches to foreign language teaching in the professional sphere of non-linguistic programmes students. In the framework of this approach, a foreign language is the purpose of learning, as well as a means of studying a profile specialty. In this regard, the discipline “Foreign Language in Professional Sphere” allows students to continue to form general professional and professional competencies. One of the key issues in the implementation of content and language integrated learning is the development of the subject content of teaching. The implementation of the methodic principle of reliance on intersubject connections allows us to develop the corresponding subject content of the discipline, reflecting the specifics of the students’ future professional work. We conduct and develop: a) description of the methodic principle of reliance on intersubject connections; b) analysis of researhes on the development of the subject content of foreign language teaching in the professional sphere of non-linguistic programmes students; c) the subject content proposed by the author of the discipline “Foreign Language in Professional Sphere” for students of four profiles of the “Agricultural Engineering” programmes: “Technological Equipment for Storage and Processing of Agricultural Products”, “Technical Systems in Agricultural Business”, “Technical Service in the Agricultural Sector” and “Electrical Equipment and Electrical Technologies in the Agricultural Sector”.

Penerapan Rinfo Sebagai Media Pendukung Untuk Proses Pembelajaran Pada Perguruan Tinggi Raharja

CCIT Journal ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 101-115
Author(s):  
Untung Rahardja ◽  
Khanna Tiara ◽  
Ray Indra Taufik Wijaya
Keyword(s):  
Learning Process ◽  
Human Life ◽  
Learning Tools ◽  
Integrated Learning ◽  
Civilizing Process ◽  
The World ◽  
The Future ◽  
Two Factors ◽  
Life Education ◽  
New Generation

Education is an important factor in human life. According to Ki Hajar Dewantara, education is a civilizing process that a business gives high values ??to the new generation in a society that is not only maintenance but also with a view to promote and develop the culture of the nobility toward human life. Education is a human investment that can be used now and in the future. One other important factor in supporting human life in addition to education, which is technology. In this globalization era, technology has touched every joint of human life. The combination of these two factors will be a new innovation in the world of education. The innovation has been implemented by Raharja College, namely the use of the method iLearning (Integrated Learning) in the learning process. Where such learning has been online based. ILearning method consists of TPI (Ten Pillars of IT iLearning). Rinfo is one of the ten pillars, where it became an official email used by the whole community’s in Raharja College to communicate with each other. Rinfo is Gmail, which is adapted from the Google platform with typical raharja.info as its domain. This Rinfo is a medium of communication, as well as a tool to support the learning process in Raharja College. Because in addition to integrated with TPi, this Rinfo was connected also support with other learning tools, such as Docs, Drive, Sites, and other supporting tools.

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