Psychological and pedagogical conditions of collocational competence development of students based on the complex task “Dictogloss”

2020 ◽  
pp. 56-64
Author(s):  
Inga N. Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Modern World ◽  
Successful Implementation ◽  
Complex Task ◽  
Development Of Students

The main goal of foreign language teaching is the development of foreign language communicative competence that implies the development of speech skills. Due to the prevalence of the competency-based approach in the methods, as well as based on the lexical approach, special attention is paid to the collocational competence development. Since the vocabulary acquisition is founded on the acquisition of the compatibility of words and phrases, and collocations are certain words in the language that tend to be used together, we should talk about the inclusion of collocational competence into the communicative competence. Informatization of education influences the methods of foreign language teaching. For the successful implementation of educational process in the modern world, the development of linguocomputer competence is necessary for both students and the teacher. Analysis of the methodic literature showed that the issue of the psychological and pedagogical conditions for the collocational competence development of students is not well covered in domestic and foreign methodic literature, and requires a more detailed study. In the presented study: 1) we conduct an analysis of the domestic and foreign scientists works on the psychological and pedagogical conditions for the competencies development; 2) we prove the importance of collocation competence development of students; 3) we study the issue of linguocomputer competence development of both students and teachers; 4) we identify the key place of the complex task “dictogloss” as a mean of collocational competence development, as well as a mean of linguocomputer competence formation and development.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university

2020 ◽  
pp. 107-118
Author(s):  
Yuliya V. Tokmakova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Component Composition ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Federal State ◽  
State Education ◽  
Education Standard

In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expansion of the use of a foreign language as a means of communication has contributed to the designation of the professional foreign language communicative competency development as one of the main goals of professional foreign language teaching in an agrarian university. At the same time, scientists have not come to a consensus on the structure and component composition of professional foreign-language communicative competency. We consider the history of the issue on the example of progremme “Technology of production and processing of agricultural products”, the structure and component composition of the professional foreign language communicative competency of agrarian university student are proposed. Structurally, the professional foreign-language communicative competency of students includes two components: a foreign language communicative and professional. A foreign language communicative consists of five subcompetencies: linguistic, speech, sociocultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific sphere of professional activity and professional activities of specialists in a specific programme. This component will largely determine the content of teaching components of a foreign language communicative competence, adding professionally oriented subject content to the learning process, reflecting the features of specialists in the sphere of agricultural production and processing technology. In addition, as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The work describes in detail the content of these components.

LINGUOCOGNITIVE FOUNDATIONS OF FOREIGN LANGUAGE TEACHING

2018 ◽  
pp. 37-44
Author(s):  
Sergey Vladimirovich MOTOV
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Education Quality ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Tight Connection

One of the main goals of foreign language teaching is establishing a communicative competence in students in its tight connection with the culture of the corresponding country. The modern foreign language pedagogy is in a constant search of the ways to improve the educational process. One of such ways – lignucognitive – is being considered. It allows to integrate the achievements of cognitive linguistics into the structure of communicative-oriented teaching for education quality improvement. There were mentioned the results of a number of scientific researches that have proven to be effective in implementing of different methods of cognitive linguistics while teaching lexical and grammatical aspects of foreign language. While focusing on a series of foreign language teaching linguocognitive studies it has been proven that the principles and methods of cognitive linguistics can be integrated into the structure of lessons. Such an integration meets a number of criteria for an effective education: accessibility, visualization, explication, motivation, anthropocentricity, structuredness, communicative orientation, cultural conditionality, reflectivity. Eventually that allows to achieve the main goal of the pedagogic process while teaching foreign languages – language acquisition in all its aspects and its connection to the culture of the corresponding country.

scholarly journals Foreign Communicative Competence Development of Higher School Students in the Process of Foreign Language Teaching

2016 ◽  
Vol 72 ◽  
pp. 21-26
Author(s):  
Olena Znanetska
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
School Students ◽  
Current Article

In the current article the problem of foreign communicative competence of higher school students has been considered. The notion, the main point and the components of higher school students` foreign competence have been analyzed. The scientific works under the problem have been investigated.

scholarly journals The Usage of the Intercultural Approach for the Expert Professional Competence Development

2013 ◽  
pp. 273-277
Author(s):  
O. V. Nemirovich
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Modern World ◽  
Definition Of

The article is devoted to competence and intercultural approaches in foreign language teaching. The author comes to conclusion , that they are caused by the same processes occurring in modern world. The author makes the definition of the terms «competent expert» and «competence».

Linguodidactic potential of the complex task “Dictogloss”

2019 ◽  
pp. 70-78
Author(s):  
Inga Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Complex Task ◽  
Language Programs ◽  
Foreign Language Programs ◽  
Definition Of ◽  
New Forms Of Work

Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

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