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.

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.

scholarly journals LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1633-1639
Author(s):  
Zlatina Zheleva ◽  
Slavka Hristozova ◽  
Rumyana Stoyanova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Academic Education ◽  
The Individual ◽  
Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

scholarly journals Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

scholarly journals Blended learning technologies for a foreign language teaching the students of non-philological majors

2020 ◽  
Vol 44 (2) ◽  
pp. 4-10
Author(s):  
M. Zelenskyi ◽  
I. Nesterenko ◽  
N. Volovik ◽  
D. Mytsenko
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Technology ◽  
Learning Tools ◽  
Readiness To Learn

Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

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.

scholarly journals Юмор как способ мотивации в процессе изучения иностранного языка

2021 ◽  
Vol 25 ◽  
pp. 239-249
Author(s):  
Оксана Самусенко ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Communication Barrier ◽  
The Russian Language

The paper deals with foreign language teaching methodology. It especially focuses on the ways of optimization of educational process for foreigners learning the Russian language. The goal of this article is the teaching of humorous texts as one of the ways to motivate students while mastering a foreign language. The paper includes an analysis of Russian educational material with a humorous component. The author explores the main difficulties of implementing humorous texts in the educational process and pays special attention to humour in animated movies. The conclusion is that an appropriately chosen humorous text motivates students to learn a foreign language, contributes to the development of linguistic, sociolinguistic and sociocultural competencies, and helps to overcome the communication barrier.

scholarly journals Was kann moderne Linguistik für die Fremdsprachendidaktik leisten? Ausgewählte Aspekte

2019 ◽  
pp. 213-226
Author(s):  
Adam Szeluga
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Theoretical Models ◽  
Generative Grammar ◽  
Foreign Language Teaching ◽  
Learning Techniques ◽  
The Individual ◽  
Theoretical Foundations

The article deals with the most important relations between Foreign Language Didactics and the main theoretical models in modern linguistics, especially the Applied Linguistics of second- and foreign-language teaching. Theories and models of modern linguistics have often laid the theoretical foundations of foreign language teaching, as we can observe in the individual methods and learning techniques (from structuralism to generative grammar, communicativepragmatic turn of the 60s and 70s, cognitive linguistics and to F. Grucza's anthropocentric theory of languages). In this perspective, the purpose of this article is to raise and discuss the question of how modern linguistic theories can improve the effectiveness of language teaching.

scholarly journals Innovative methods of foreign language teaching for ESP students

2021 ◽  
pp. 170-178
Author(s):  
O. S. Ihnatyeva ◽  
◽  
S. M. Koval ◽  
L. V. Uskova ◽  
M. V. Chepurna ◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Teaching ◽  
Modern Society ◽  
Individual Characteristics ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Technology Application ◽  
Innovative Approaches

The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.

scholarly journals Means of Foreign Language Teaching during Covid-19 Pandemic in Ukraine

2021 ◽  
pp. 95-106
Author(s):  
Nataliia VENZHYNOVYCH ◽  
Mykhaylo POLUZHYN ◽  
Veronika BANYOI ◽  
Olesya KHARKIVSKA
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Early Spring ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching English ◽  
Observation Process ◽  
Analysis And Synthesis ◽  
National University

The article deals with the description and analysis of the most important methods of foreign language teaching. The authors describe teaching English in Ukraine during the global pandemic caused by the spread of coronavirus disease Covid-19 in early spring 2020. The study aims at reviewing the most important works of Ukrainian and foreign scholars. They describe the most modern methods of teaching English in higher educational institutions of Ukraine. The scholars pay particular attention to the description of the latest English teaching methods, which they use at Uzhhorod National University. The observation process allowed us to summarize information about the features of distance learning at Uzhhorod National University. Analysis and synthesis, induction and deduction, abstraction generalization, and the descriptive method are applied. The study found out the educational process has been reformed in Ukrainian universities by European quality requirements for education: informatization-globalization of academic space, integration of functions in modern education, establishing Ukrainian universities cooperation with European and Eastern educational institutions in the field of education and research as well as changes in the educational process associated with the rapid spread of Covid-19, which forced the entire civilized world to seek new types of learning, new methods, and tools. During the pandemic, it is vital to provide personality-oriented education. This knowledge provides optimal conditions for the harmonious development of each student. Further research into the latest computer technologies for foreign language teaching may be a prospect.

POLITICAL EDUCATION AS A NECESSARY PART OF AN EDUCATIONAL PROCESS IN A DEMOCRATIC SOCIETY

2021 ◽  
Author(s):  
Maria Polcicova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
National Level ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Point Of View ◽  
Political Education ◽  
Democratic Values ◽  
The European Union ◽  
Noticeable Increase

"There is currently a noticeable increase in extremism, populism, hatred and intolerance in all EU countries, which are evoked by several political conflicts, social events (critical situation in Afghanistan, response to the COVID pandemic, conflict in Ukraine, migration from third countries etc.). Political education as an integral part of the educational process in schools, not only at the national level, we therefore naturally consider it one of the tools for promoting democratic tools in society. We also consider foreign language teaching to be one of the tools of political education. Within it, on the example of learning about important political events, which at the same time shaped the moral democratic values of the bearers of a given language, we can mediate a critical analysis of the way of life in a given developmental stage of society. The aim of our paper is to present the idea of the educational process as a driving force for the spread of democratic values on the example of foreign language teaching at our faculty. From the point of view of theoretical backgrounds, we define the very concept of political education on the example of several experts in the field of sociology, politics and education. In order to find out the current state of the concept of political education in the educational process at national and transnational level, we analyze the individual documents of the European Union. Throughout the post, we mainly use qualitative data, such as thematic analysis, to interpret patterns and meanings in the data and descriptive data."

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