Teaching course development of a professional foreign language in an agrarian university based on the model of content and language integrated learning

2020 ◽  
pp. 83-93
Author(s):  
Ksenia V. Kapranchikova ◽  
Elena L. Zavgorodnyaya ◽  
Roman G. Belyanskiy
Keyword(s):  
Foreign Language ◽  
Course Development ◽  
Integrated Learning ◽  
Educational Materials ◽  
Dual Purpose ◽  
Professional Orientation ◽  
Course Assessment ◽  
Goals And Objectives ◽  
Selection Of

Content and language integrated learning is a new innovative approach to professional foreign language teaching in an agrarian university. Its distinctive feature is the dual purpose of teaching – the simultaneous teaching students a foreign language and a profile specialty. Developed on the basis of actualizing reliance on intersubject connections, the course of a professional foreign language is aimed at intraprofile specialization of students and the development of a number of general professional and professional competencies in them. At the same time, the full-fledged implementation of content and language integrated learning requires appropriate changes both in the planning of a professional foreign language course and in the development of educational materials new in content and orientation. In the work, we consider the definition and main provisions of content and language integrated learning, analyze the works devoted to the courses development for English for specific purposes, offer the author’s stages of course development of a professional foreign language based on the model of content and language integrated learning. These stages include: 1) an assessment of the students’ needs; 2) determination of the goals and objectives of the course; 3) determination of course topics or content and thematic modules; 4) determination of subtopics of each content and thematic module; 5) selection of foreign texts of a professional orientation; 6) the development of problem tasks of a foreign speech and professional orientation; 7) course assessment. The work describes in detail all the stages.

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.

scholarly journals Features of teaching professionally oriented foreign language to non-linguistic students

2021 ◽  
pp. 206-215
Author(s):  
O. Yu. Korzh ◽  
◽  
A. A. Zakharzhevska ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Main Task ◽  
Technical Documentation ◽  
Educational Materials ◽  
Professional Orientation ◽  
Foreign Language Reading ◽  
Everyday Communication ◽  
Selection Of

The article considers the peculiarities of teaching professionally-oriented foreign language to students of non-linguistic specialities. It is determined that professionally-oriented education assumes professional content of educational materials and activities, and the content of foreign language teaching should be communicative and professionally oriented. It is established that the professional orientation of education requires the integration of a foreign language with specialized disciplines, careful selection of educational materials. It is found that one of the main tasks of professionally-oriented foreign language teaching of non-linguistic students is the development of communication skills, which include speaking, listening, reading and translation, and writing. The peculiarities of each of these skills development are analyzed and it is determined that in dialogue the skills and abilities of unprepared speech, its spontaneity and speed are acquired; in the monologue the prepared speech with its logic and sequence is trained; in the process of teaching foreign language reading to non-linguistic students, it is necessary to include the texts according to their level of difficulty, so that the lexical units presented in each new text are related to what students have studied before, as well as some completely new ones. The main task of teaching reading is the development of the ability to compile and draw up scientific and technical documentation; readiness to communicate in writing in foreign language to solve problems in professional sphere. As a result of the study it is concluded that the main purpose of teaching professionally-oriented foreign language to students of non-linguistic specialities is their profound knowledge of a foreign language as a means of developing and giving opinions both in everyday communication and in professional sphere.

Features of the implementation of the CLIL-course “Foreign Language in the Professional Sphere” for students of non-linguistic programmes

2021 ◽  
pp. 33-43
Author(s):  
Oksana O. Amerkhanova
Keyword(s):  
Foreign Language ◽  
Integrated Learning ◽  
Dual Purpose ◽  
Training Materials ◽  
The Subject ◽  
The Russian Federation ◽  
The One ◽  
Key Aspects ◽  
Russian Universities ◽  
Selection Of

Content and language integrated learning as one of the modern approaches to foreign language teaching for communication in the professional sphere is becoming more and more widespread in Russian universities. This approach is characterized by one distinctive characteristic – the dual purpose of learning. On the one hand, the CLIL course is aimed at the formation of professional foreign language communicative competence of students of a non-linguistic university. On the other hand, the CLIL course is aimed at students studying a specialized discipline, which serves as a subject-thematic core, on the basis of which exercises and tasks are developed, aimed at achieving the first goal – mastering a foreign language in the professional sphere. However, despite the didactic potential of integrated learning, the practice of applying the approach is rather limited. Based on the analysis of methodic works devoted to the description of the experience of Russian universities in the implementation of the methodology of content and language integrated learning, the experience of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation in the implementation of CLIL courses is presented. The relevance of content and language integrated learning is described, and a number of key aspects of the development and implementation of CLIL courses in Russian universities are considered. These include: 1) selection of the subject-thematic content of the CLIL-course; 2) development of training materials for the CLIL-course; 3) professional development of the CLIL-course teacher and his motivation; 4) the level of students’ proficiency in a foreign language. Each of these aspects is described in detail in the work.

scholarly journals Communicative Approach in Teaching Students of Mining Specialties to Foreign Language Reading

2018 ◽  
Vol 41 ◽  
pp. 04042 ◽  
Author(s):  
Lyubov Fedyanina ◽  
Sergey Lebedintsev ◽  
Vyacheslav Gustov
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Methodological Principle ◽  
Foreign Language Reading ◽  
Rational Learning ◽  
Textual Competence ◽  
Main Component ◽  
Goals And Objectives ◽  
Selection Of

This article is devoted to teaching foreign-language reading intended for students studying at the mining specialties of the higher mining school. The authors share with their practical and theoretical experience as well as innovative ideas for the development and construction of a level classification of testing task forms, in order to use them effectively in mining. It is well known that the achievement of the goals and objectives of the curriculum as well as rational learning by mining students and their interest in acquiring and using mining knowledge depend on properly selected test tasks. The main component of communicative competence is considered to be a textual competence, under which is understood as a set of mining knowledge and skills. The selection of testing tasks is based on the methodological principle from simple to complex. Testing tasks at different text levels help to overcome the difficulties taking place in the course of decoding mining information.

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”.

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”.

scholarly journals THE PECULIARITIES OF COMPILING THE “GERMAN-UKRAINIAN DICTIONARY OF TERMINOLOGY OF LIFE SAFETY”

2021 ◽  
pp. 47-53
Author(s):  
Svitlana Kiyko
Keyword(s):  
Material Design ◽  
Life Safety ◽  
The Internet ◽  
Initial Model ◽  
Scientific Texts ◽  
Linguistic Model ◽  
Goals And Objectives ◽  
Initial List ◽  
Selection Of

The article deals with the principles of compiling the “German-Ukrainian Dictionary of Terminology of Life Safety” and selection pecularities of the lexical material such as the principles of compliance with the goals and objectives of learning, frequency, word-forming value of the term, associative value, subjectivity and semantics. Compilation of the dictionary involves many stages: analysis of existing dictionaries, research of the needs of the addressee, determination of requirements and future characteristics of the dictionary, development of its macro- and microstructure, collection of lexical material, design of dictionary articles, selection of translation equivalents, ordering of the dictionary in accordance with the developed structure, editing, checking the compliance of the received product with the set goals. The author offers the most productive and speed methods of compiling a dictionary with the help of BootCat generation program and Morphy program of paradigms synthesis, which allowed to single out 20,000 terms of the professional language of life safety in the shortest time and find their Ukrainian equivalents. The generation of a body of texts is carried out with S. Sharoff’s method, which provides the search for professional texts with the help of randomly combined four basic terms. This ensures the organization of a homogeneous selection of thematically related texts from the Internet (manuals, reference books, scientific articles, newspaper reports, instructions, sights, abstracts and annotations of articles, etc.). The obtained texts are processed with the help of the Morphy paradigm synthesis program, which automatically assigns all possible grammatical categories to each word in the sentence, and compiles the initial list of terminological dictionary. The next task is to provide equivalent words in the language of translation, able to accurately convey the semantics of the register word. Consequently, in the hands of the user of the dictionary, there is a certain linguistic model of the German professional language of life safety in its equivalent reproduction in the Ukrainian language. The presence of such an initial model will allow the user to perceive adequately scientific texts and, thus, successfully expand their scientific and conceptual apparatus in the future. Key words: dictionary, term, German professional language of life safety, terminological system, lexicography, synthesis of paradigms.

scholarly journals ISSUES OF TEACHING STUDENTS OF NON-LINGUISTIC UNIVERSITIES A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE

THE BULLETIN ◽  
2021 ◽  
Vol 3 (391) ◽  
pp. 211-215
Author(s):  
G.O. Rakhimbekova ◽  
O. A. Zhumadillayeva
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Professional Activity ◽  
Motivation To Learn ◽  
Educational Materials ◽  
Professional Activities ◽  
Language Communication ◽  
Main Factors ◽  
Goals And Objectives

The article discusses the issues of teaching professionally-oriented foreign languages to students of non-linguistic specialties, which are especially relevant due to the growing role of foreign language communication in the professional activities of modern professionals. The need for the formation and development of communication skills that are important for effective professional activity of students is indicated. The goals and objectives of teaching a foreign language in a professional direction are defined, attention is paid to the importance of its integration with special disciplines, ways to solve the difficulties that arise in the selection and learning process with an emphasis on the content of the necessary materials. In addition, the article analyzes the main factors of effective teaching of a professionally-oriented foreign language and describes the role of educational materials as a means of forming and developing students’ motivation to learn a professional foreign language.

scholarly journals Teaching a foreign language for professional purposes: peculiarities of legal terms used in teaching the language of a speciality for international specialists

2021 ◽  
Vol 12 (1) ◽  
pp. 253-261
Author(s):  
Ekaterina Samorodova ◽  
Irina Belyaeva ◽  
Jana Birova ◽  
Mikhaïl Ogorodov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
International Law ◽  
World Politics ◽  
International Affairs ◽  
Empirical Methods ◽  
Professional Discourse ◽  
Anonymous Questionnaire ◽  
Selection Of

Aim. One of the most important tasks which precedes the setting of goals for teaching a foreign language of a specialty and the selection of methods for achieving them is to identify the competencies that a qualified specialist must master. Therefore, the authors of this article see the need to set the following research tasks: the identification of professional competencies in the professional discourse of international affairs; the allocation of competencies among those that require the knowledge of a foreign language; and determination of the language material necessary for studying the specialty in the language lessons for international affairs. Methods. The empirical methods of our research comprise studying and analysis of the works of Russian and foreign scientists and teachers working in the related fields; and interviewing specialists in the international sphere who have graduated from the faculties and institutes of international relations, international law, world politics and economics in the form of an anonymous questionnaire. Theoretical methods include analysis, synthesis, comparison, generalisation, deduction, and induction. Results. A study based on the analysis of a survey completed by international specialists showed that a large number of professionals in the field of international relations, international law, politics, and economics use legal terminology in their work more often than others. Among the professional skills that are required in their work, the respondents named negotiation, business dialogue, and correspondence. Conclusion. A recent study has shown that disciplines such as international law must be included in the language training program for international specialists as diplomates and lawyers.

Psychological and pedagogical conditions for the implementation of content and language integrated learning (CLIL) as a method of professional orientation of secondary school students of the humanities classes

2021 ◽  
pp. 164-172
Author(s):  
Arthur S. Belousov
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Proficiency ◽  
Secondary School Students ◽  
Current Trend ◽  
Integrated Learning ◽  
School Students ◽  
Language Teacher ◽  
Professional Orientation ◽  
Foreign Language Proficiency

The current trend of changing education has affected all stages of education. Innovations have affected the secondary school classes (grades 10–11) of an ordinary Russian school. Now we are dealing with a model of specialized classes, which consists in dividing students into classes according to main subjects. It should be noted that the current state of grades 10–11 is characterized by an increasing interest in the humanities profile of education, which encourages methodologists to search for new and optimal methods of teaching foreign languages. Recently, the content and language integrated learning (CLIL), which consists in studying a school subject through a foreign language, has become especially popular. The article considers the main psychological and pedagogical conditions for the use of content and language integrated learning for the purpose of professional orientation of students of the secondary school humanities classes. The analysis of the existing methodological literature allowed the author to identify certain psychological and pedagogical conditions that allow teaching secondary school students a foreign language on the basis of content and language integrated learning. These include: the use of tasks that reflect the specifics of the preparation of the corresponding profile of higher school education, which allows students of the humanities classes of secondary school to get acquainted with future activities in a foreign language by performing problem tasks; professional orientation of training; the required level of foreign language proficiency of secondary school students at the moment of graduating from school at the B2 level; the distribution of students by the level of foreign language proficiency; intra-profile diversity, which takes into account the development of various branches of the humanities; competences of a foreign language teacher; motivation of secondary school students to learn a foreign language through content and language integrated learning. Special emphasis in the paper is placed on the competence of a foreign language teacher who conducts his course on the basis of content and language integrated learning.

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