Developing student self-realization through foreign language disciplines in technical universities

2021 ◽  
pp. 39-43
Author(s):  
O.N. Khan ◽  
Keyword(s):  
Foreign Language ◽  
Process Development ◽  
Personality Development ◽  
Educational Activity ◽  
Humanistic Psychology ◽  
Professional Activity ◽  
Self Assessment ◽  
Verbal Form ◽  
Initial Stage ◽  
The Right

Researched is the problem of creating conditions for self-realization in the course of studying language disciplines at the initial stage of training in a technical university. The study is based on the views of representatives of humanistic psychology and domestic teachers and psychologists, who regard self-realization as the highest stage in personality development, which predetermines its orientation and meaning of life. The article emphasizes the special capabilities of language disciplines in the formation of the process of self-realization, allowing you to learn to express your own position and results of activity in verbal form. The most important conditions for self-realization are highlighted as goal-setting and reflection at all stages of educational activity; turning it into a joint activity of both sides of the cognition process; development of skills of self-assessment and acceptance of assessment by others; the right balance of personal and collective. The paper analyzes the features of lectures and practical classes in creating opportunities for self-realization. The author comes to the conclusion that in the course of studying language disciplines, meaningful, organizational and methodological conditions are created for the implementation of self-realization at the subsequent stages of education and professional activity.

scholarly journals Internet technologies in modern concept of English teaching (general and translation theory)

2019 ◽  
Vol 135 ◽  
pp. 01077
Author(s):  
Oksana Akay ◽  
Irina Tsarevskaia ◽  
Irina Shcherbakova ◽  
Natalia Krivtsova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Information Technologies ◽  
Communication Technologies ◽  
Educational Activity ◽  
Modern Concept ◽  
Educational Institutions ◽  
Professional Activity ◽  
Translation Theory ◽  
New Information

The problems of teaching a foreign language to students of non-linguistic higher educational institutions have changed radically. Besides the professional qualification, an expert has to possess the skills of free language proficiency as the means of business communication within the professional activity. Relevance of new information technologies’ use is dictated by the pedagogical needs for increasing the efficiency of the training developing, in particular, the need of the following skills’ formation: independent educational activity, research, creative approach for training, formations of critical thinking, new culture. The new information technologies in teaching a foreign language use is caused not only by aspiration to novelty, but by training at the info communication technologies base, which allows to realize a personally focused approach to the identity a student as the main conceptual direction of the 21st century formation.

scholarly journals PROTECTION OF THE RIGHT TO RESPECT FOR PRIVATE LIFE IN THE COURSE OF EDUCATIONAL ACTIVITIES IN THE PRACTICE OF THE EUROPEAN COURT OF HUMAN RIGHTS

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 262-267
Author(s):  
L. Yu. Fomina
Keyword(s):  
Human Rights ◽  
Private Life ◽  
International Standards ◽  
Educational Activity ◽  
Professional Activity ◽  
Educational Activities ◽  
European Court ◽  
The Right ◽  
Moral Attitudes ◽  
Legal And Ethical Requirements

The development of digitalization processes and their implementation in educational activities, the establishment of certain legal and ethical requirements for its participants determine the importance of ensuring privacy, identifying and preventing the actions that can be considered as interference with it, and specifying the limits of admissibility of such interference. The purpose of the article is to identify, analyze and generalize the rulings of the European Court of Human Rights regarding the protection of the right to respect for private life in relation to educational activities. Conclusions were made about broad understanding of private life and interference with it by the European Court of Human Rights in the framework of educational activities. It was pointed out that its content includes questions related to the teacher’s professional activity, the compliance of the participants in the educational activity with certain requirements for appearance and behavior, and control over their behavior using modern technologies. It was revealed that interference with private life in the course of educational activities is possible provided that certain criteria for its admissibility, connected with both moral attitudes of the subjects of such activities and with the developed international standards, are met.

Ways of increasing motivation in the university foreign language teaching

2020 ◽  
pp. 34-41
Author(s):  
Tatyana G. Bortnikova ◽  
Marina I. Dolzhenkova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Additional Material ◽  
The Creation ◽  
The University ◽  
Country Specific

The problem of ways of increasing motivation in the university foreign language teaching is analyzed. It is emphasized the motivation can cause the purposeful activity of a student’s personality in learning a foreign language. The analysis of scientific literature that is connected with the problems of motivation as a complex mechanism of the correlation of external and internal factors that determine the appearance and methods of implementation of educational activity forms, its focus on the internal incentives of knowledge gaining, is carried. Attention is focused on the fact that the efficiency of educational activities depends on the strength of motivation. The degree of success depends on the use of techniques and methods of the learning process organizing, which, in our opinion, contribute to the creation of motivational incentives of learning a foreign language: the linguistic and country-specific studies aspect, focus on professional activity, the use of computer technologies in extracurricular work, and educational process gamification. It is concluded that the internal motivation has a great motivating force, and its condition is the creation of the success situation by the teacher that can be reached with the help of reward for successful work system, attracting the additional material of country-specific studies nature, improving communicative skills, usage of educational platforms as homework, usage of the gamification to involve students in solving educational non-game processes and situations.

scholarly journals TEXTUAL VS. SCHEMATIC TEACHING MATERIAL IN A LESSON OF RUSSIAN AS A FOREIGN LANGUAGE IN A CHINESE AUDIENCE

2021 ◽  
Vol 1 ◽  
pp. 73-82
Author(s):  
Ekaterina Budnik ◽  
Sofia Bankova ◽  
Maria Shilenko
Keyword(s):  
Foreign Language ◽  
Right Hemisphere ◽  
Chinese Students ◽  
Visual Image ◽  
Educational Material ◽  
Russian Language ◽  
Educational Activity ◽  
Leading Position ◽  
The Right ◽  
Textual Form

The Russian language continues to maintain a leading position as a foreign language in China. Every day students have to work with much information in Russian. According to the confirmed data, the Chinese are representatives of cultures of the right-brain type of thinking. Today some works touch on the psychological and pedagogical aspects and linguo-methodological foundations of teaching Chinese students. The researchers believe it is possible to classify Chinese students as individuals with a significant dominance of the brain's right hemisphere. This is related to the specificity of the cognitive style of their educational activity, which manifests itself in the following features: in an inductive, concrete-nonlinear type of thinking, which allows one to perceive information holistically, at one time, in establishing connections not from word to word, but from image to word, with an important role of a visual image. Leading methodologists and psycholinguists recommend considering the dominance of the right hemisphere to increase the effectiveness and efficiency of teaching Russian as a foreign language to Chinese. Nevertheless, the design of the educational material of the lesson is still formalized in a traditional, textual form. The article aims to experimentally answer the question: in what form, textual or schematic, Chinese students perceive and remember information better. The authors used an experimental method, which consisted in studying the development of educational material depending on the form of presentation: text or schematic. As a result of the experiment, it was revealed that Chinese students make much fewer mistakes when studying the material in a schematic form. 

scholarly journals Technology of forming students' foreign-language professional competence in the educational space of higher education institution

2019 ◽  
pp. 117-125
Author(s):  
Olena Kovtun
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Empirical Observation ◽  
Knowledge And Skills

Educational space of a higher education institution constantly and continuously influences student’s personality as well as his / her developing as a competent specialist. The research was aimed at substantiating pedagogical technologies that optimize the process of forming students’ foreign-language professional competence within the educational space of a higher education institution. Theoretical (analysis, synthesis, comparison, systematization, pedagogical modelling), empirical (observation, pedagogical experiment, peer review method, reflexive evaluation method) and statistical methods were applied to achieve the set goal. Educational space of a higher education institution is defined as a purposefully created, methodically provided continuum of students’ foreign-language professional communication under conditions of which the development of their personality and effective formation of their foreign-language professional competence take place. Foreign-language professional competence as an integrative personality trait, determined by the synthesis of knowledge and skills, professional and life experience, values that ensure long-term readiness and ability to pursue professional activity in a foreign language, is developed effectively if the educational space of a higher education institution is multilingual and multicultural in its nature, broad, rich in foreign-language professional content, open, directed outwards. When designing educational space, it is necessary to rationally combine educational and non-educational components, provide in-class and out-of-class / extracurricular foreign-language educational and cognitive activities of students, use facilities of virtual educational environment, apply technics of contextual teaching, implement imitative and playing activities, interactive forms of training (games, project activity, case-study). In-class educational activity influences such components of foreign-language competence as “knowledge” and “skills”, whereas an extracurricular one aims at forming “values” and “experience”. Keywords: educational space of a higher education institution, foreign-language professional competence, virtual educational environment, educational and non-educational components, imitative and playing activities.

scholarly journals The structure of future dentists’ foreign language communicative competence

Osvitolohiya ◽  
2018 ◽  
pp. 157-163
Author(s):  
Yaroslava Kulbashna ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The Self ◽  
Professional Activity ◽  
Self Assessment ◽  
Language Competence ◽  
Proper Understanding ◽  
Language Structure ◽  
Main Components ◽  
Selection Of

The article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their level.

Independent Work of Students on the Subject «Psychophysiology of Professional Activity» as One of the Ways of Their Professional Development

2018 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Инна Романова ◽  
Inna Romanova
Keyword(s):  
Professional Development ◽  
Vocational Training ◽  
Personality Development ◽  
Professional Culture ◽  
Professional Activity ◽  
State University ◽  
Initial Stage ◽  
Practical Education ◽  
The Subject ◽  
Independent Work

The article considers the initial stage of professional development of future HR-professionals in vocational training. The experience of organization of independent work of students — future HR-professionals in State University of Management on the academic subject “Psychophysiology of professional activity” is taken as an example. The independent work itself is considered as a way of fulfilling theoretical and practical education of the labour subject, development of their professional culture and thinking. Different forms of independent classroom and extracurricular work are described and their connection with different aspects of personality development at early stages of professionalization is shown.

Changing South Africa's Competition Law Regime: A Populist Departure from International Best Practices†

2019 ◽  
Vol 10 (4) ◽  
pp. 232-240
Author(s):  
John Oxenham ◽  
Michael-James Currie ◽  
Andreas Stargard
Keyword(s):  
Best Practices ◽  
South African ◽  
Third Party ◽  
The South ◽  
Self Assessment ◽  
Public Interests ◽  
Initial Stage ◽  
Key Points ◽  
Dominant Firms ◽  
The Right

Key Points: The Amendment Bill alters key provisions of the South African Competition Act focusing specifically on the redistribution of wealth and transformation of ownership in lieu of pursuing traditional antitrust goals. The Bill provides for greater ministerial intervention at the initial stage of a merger (based on national security), during the merger investigation (based on public-interest grounds) and broadens the right of appeals to parties outside the merger control review. The Bill lowers the standard that the South African Competition Commission must meet to prosecute cases and foreshadows a risk of increased third-party interventionism more generally. The departure from a traditional substantial lessening of competition (SLC) test to an adverse effects-based test, which takes public interests considerations into account, is likely to result in the injection of greater subjectivity into the decision-making process and parties’ increased difficulty in self-assessment of conduct particularly in relation to dominant firms.

scholarly journals FORMATION OF PROFESSIONAL CONSCIOUSNESS OF FUTURE TEACHERS

2020 ◽  
Vol 1 (191) ◽  
pp. 108-111
Author(s):  
Ruslana Liubar ◽  
◽  
Inna Liubar ◽  
Keyword(s):  
Cognitive Skills ◽  
Process Development ◽  
Personality Development ◽  
Role Playing ◽  
Professional Activity ◽  
Training Methods ◽  
Future Teachers ◽  
Professional Literature ◽  
Methods And Techniques ◽  
Professional Self

The article is based on the analysis of scientific sources, reveals the essence of the concept of «professional self-consciousness», identifies the factors of its formation. Various forms of self-consciousness, its components, stages and levels of development of this complex formation are considered. The concept of «self-education» as a certain level of personality development, its self-consciousness is considered. Ways of professional abilities development, introduction of new forms and training methods are given. The components of professional self-consciousness include professional interests and attitudes, the desire to engage the chosen type of professional activity; diverse general and professionally necessary knowledge, cognitive skills and abilities; effective solution of professional situations, creativity as a recession from stereotypes in solving professional problems; adequate assessment of their professional qualities, attitude as a professional to himself. The author identifies the main aspects of professional self-consciousness of future teachers, identifies pedagogical conditions that contribute the process of professional self-consciousness: the usage of personality-oriented approach in the learning process, development of creative and communicative abilities, personal awareness of professional self-development, adequate self-esteem, motivational-pedagogical self-education, application of special methods and techniques of teaching in the process of training future teachers. There are methods and techniques that highlight the effectiveness of this process, namely: the study of professional literature, the study of foreign and national pedagogical experience; participation in professional competitions, contests, conferences; creative tasks performances of professional orientation; usage of game teaching methods, business role-playing games, etc.; discussion of success and failures in the process of performing creative work; determination of acquired knowledge, formation of skills and abilities that are necessary for one's own professional activity; formation of a critical attitude to one's own activity; planning their activities and analysis of what has been done; perception of own positive and negative qualities in pedagogical work. Thus, the formation of professional self-consciousness of the future teacher is a motivated, purposeful activity that leads to improve professional knowledge, skills and abilities, the development of professionally significant personal abilities and qualities.

MECHANISM OF IMPLEMENTATION OF ADAPTIVE TRAINING IN TRAINING OF PUBLIC ADMINISTRATION SPECIALISTS

2017 ◽  
Author(s):  
Svitlana Koshova ◽  
Keyword(s):  
Public Administration ◽  
Adaptive Learning ◽  
Social Adaptation ◽  
Educational Activity ◽  
Professional Activity ◽  
Management Skills ◽  
Self Assessment ◽  
Adaptive Training ◽  
Effective Learning ◽  
Self Adaptation

In the article on the essence of the mechanism of introduction of adaptive learning in the training of public administration specialists, the author focused on the study of such legal categories as "mechanism", "adaptation", "social adaptation", "pedagogical adaptation", "adaptive learning" and directly on the concept "Adaptive training of public administration specialists". It is substantiated that the adaptive training of public administration specialists must be professionally oriented in public administration and related disciplines. Also, a student studying to become a public administration specialist must be clearly aware of his / her professional significance and obligation to perform the tasks assigned to him / her in an interactive form. A feature of adaptive training of public administration specialists is self-organization, self- management of students during the process of interactive learning. The professional activity of the teacher is inextricably linked with the educational activity of the student, as a result of which self-analysis, self-assessment, own development, self-realization and self-adaptation take place. The author proposes his own determinant of "adaptive training of public administration specialists" as an extensive process of training public administration specialists, which is aimed at transforming direct management skills and which occurs through the use of information and didactic support formulated in accordance with personal qualities of public students.management, in order to achieve effective learning. Also, in the article the author formulates a "mechanism" as a set of appropriate methods, tools, techniques and methods by which to achieve the objectives and goals.

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