Experimental work of forming professional foreign language competence of law students

The article reveals the development of information and communication technologies (ICT) in the foreign languages training of the European Union countries border guards, such as: implementation of the student-centered approach; development of the communicative component of foreign languages training of border guards using ICT; introduction of mobile learning (using of mobile gadgets); the use of augmented, virtual and mixed reality technology. An overview of the possibilities of using augmented, virtual and mixed reality technologies based on the developed by FRONTEX Agency learning tools: An Electronic Training Course (ETC) "English for Personnel of the border crossing points"; ETC on the basis of mobile learning technology (m-learning), English for self-study of EU countries border guards - "English for border guards"; ETC "Training of marine safety specialists on board of a ship" using VR technology; training course on interviewing irregular migrants based on VR technology; interactive program for the first line officers on Schengen law. The content, structure and objectives of the electronic course "Communicative English for Border Guards’ professional use" based on the Virtual Aula web platform has been considered in detail. The training course is an example of an innovative, communicative educational tool for English learning, it is a student-centered, professionally-oriented one and contributes to the development of the professional foreign language competence of the personnel of the border guard authorities. The experience of developing an ETCs for the professional training needs of the border guards in the EU countries provides an opportunity for the specialists in the field of border guards training and education to develop professionally-oriented ETCs according to present-day requirements and common border guard educational standards. Summarizing the responses from the participants of the course shows its effectiveness and students’ motivation to improve their communicative foreign language competence, resulting in their average score increased from 3.92 to 4.11 points.

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DESCRIPTION OF THE SUBJECT-MATTER FOREIGN LANGUAGE COMPETENCE OF INTERNATIONAL LAW STUDENTS

Bulletin of the Moscow State Regional University (Pedagogics) ◽

10.18384/2310-7219-2016-2-82-92 ◽

2016 ◽

pp. 82-92

Author(s):

Ksenia V. Strekalova

Keyword(s):

Foreign Language ◽

International Law ◽

Subject Matter ◽

Law Students ◽

Language Competence ◽

The Subject

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Socio-communicative competence of future officers of the state criminal and executive service of Ukraine: peculiarites of forming

LAPLAGE EM REVISTA ◽

10.24115/s2446-622020217extra-e1200p.336-349 ◽

2021 ◽

Vol 7 (Extra-E) ◽

pp. 336-349

Author(s):

Alina Kvitka ◽

Nataliia Holiardyk ◽

Nataliia Makohonchuk ◽

Yevhen Potapchuk ◽

Svitlana Shumovetska ◽

...

Keyword(s):

Theoretical Analysis ◽

Foreign Language ◽

Experimental Work ◽

Professional Ethics ◽

Professional Training ◽

Communicative Competence ◽

The State ◽

Professional Activity ◽

Communicative Interaction ◽

The Future

The results of pedagogical experiment on forming socio-communicative competence to the future officers of the State Criminal and Executive Service in the process of their professional training are highlighted in the article. During the pedagogical experiment the essence of such humanities as: «Ukrainian Language for Professional Purposes», «Penitentiary Pedagogics», «Penitentiary Psychology», «Professional Ethics», «Rhetoric», «Foreign Language» was supplemented/structured in order to form this professionally important property taking into account the peculiarities of professional activity and socio-communicative interaction in the penitentiary service. The results of theoretical analysis of the problem of forming socio-communicative competence to the future officers of the State Criminal and Executive Service in the process of their professional training and the data of experimental work on forming this professionally important property allowed to substantiate certain methodological recommendations.

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IMPLEMENTATION OF THE COMMUNICATE METHOD OF TEACHING UKRAINIAN LANGUAGE LESSONS AS A FOREIGN LANGUAGE (ON THE MATERIAL OF THE LESSON «OUR FAMILY»)

Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» ◽

10.25264/2519-2558-2020-9(77)-19-22 ◽

2020 ◽

Vol 1 (9(77)) ◽

pp. 19-22

Author(s):

Liudmyla Sheremeta

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Students ◽

Professional Training ◽

Language Competence ◽

Communicative Skills ◽

Initial Stage ◽

Language Environment ◽

Further Development ◽

Selection Of

In the article presents a system of methodical work on the formation of communicative skills in foreign medical students while studying the topic «My Family». The content of teaching Ukrainian as a foreign language is outlined, peculiarities of mastering oral and written forms of language are analyzed. It has been proved that the formation of the Ukrainian language competence of foreign students is based on language training, which at the initial stage of language learning involves free fluency in vocabulary. The necessity to study the main aspects of studying the topic «My Family», aimed at finding the best means and methods to meet the basic communicative needs of students in everyday and educational and professional spheres (mastering linguistic and speaking skills and developing communication skills and topical for service in the Ukrainian language environment). The basic aspects of forming of communicative and skills skills will help to optimize the process of education of foreign students in higher education institutions of Ukraine and can be used in the further development of new methods of assessing the level of professional training of future medical professionals. Provided special educational equipment and innovative approaches to the study of the Ukrainian language. Development a system of exercises aimed at enriching the vocabulary of foreigners development of oral and written, monologue and dialogical speech, improving skills from all types of speech activities. The author’s method of mastering the material, aimed at the optimal selection of ways to improve the efficiency of the lesson, is described. Methodical recommendations are given for the development of a medical profile of foreign students in the medical profile of dialogue.

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Teaching Spoken Production in Global Contexts 2021

Arab World English Journal ◽

10.24093/awej/vol12no4.15 ◽

2021 ◽

Vol 12 (4) ◽

pp. 213-223

Author(s):

Nilakshi Phukan ◽

Svitlana Volkova ◽

Kateryna Tuliakova ◽

Oleksandr Pasichnyk ◽

Yuliya Kornytska

Keyword(s):

Foreign Language ◽

Professional Training ◽

Professional Competence ◽

Language Competence ◽

Starting Point ◽

Law Faculty ◽

Good Starting Point ◽

Methodological Principles ◽

Kyiv Polytechnic Institute ◽

Methodological Guidelines

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

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FORMING AND DEVELOPING CLIL-TEACHER’S COMPETENCES

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2021-3.1728-5496.04 ◽

2021 ◽

Vol 71 (3) ◽

pp. 38-45

Author(s):

B.E. Bukabayeva ◽

◽

Z.A. Kemelbekova ◽

G.A. Erzhanova ◽

◽

...

Keyword(s):

Foreign Language ◽

Professional Training ◽

Professional Competence ◽

Professional Activity ◽

Training Module ◽

Language Competence ◽

Multilingual Education ◽

Professional Teacher ◽

Effective Use

The article deals with the relevance of the foreign language and professional training of CLIL teachers in Kazakhstan. On the basis of scientific sources, the analysis of the concepts CLIL, BICS, CALP, according to the definitions given by domestic and foreign authors was carried out. Currently, researchers are actively exchanging their views on the methods of forming foreign language professional competence and professional competence of CLIL specialists. The formation of the competence of a CLIL teacher is one of the main goals of multilingual education. As you know, today it is possible to further develop the quality of education through the effective use of the results of the teacher's professional activity. Since, a specialist is “tomorrow's competitive specialist in the labor market” who has received knowledge from a competent and professional teacher becomes a decisive force in the development of economy, technology, science, politics and society as a whole. Professional foreign language competence and professional competence are carried out only when the CLIL-teacher actively implements and develops his skills by attending courses and using them in practice. The importance and content of the language training module and the vocational training module that a CLIL teacher acquires at the end of the module are also considered in this article.

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The Role of Motivation in the Development of Foreign Language Competence of Students

Psycholinguistics in a Modern World ◽

10.31470/10.31470/2706-7904-2020-15-208-211 ◽

2020 ◽

Vol 15 ◽

pp. 208-211

Author(s):

Kateryna Oleksandrenko

Keyword(s):

Foreign Language ◽

Future Development ◽

Experimental Work ◽

Cognitive Process ◽

Motivational Orientations ◽

Student Centered ◽

Language Competence ◽

Correct Orientation ◽

Self Actualization

The thesis studies the phenomenon of motivation of students namely the study of its formation. As a task of the research the author has defined an attempt to assess and analyze the changes of formation of motivation of students after conducting experimental work. The author tries to trace the cognitive process and reveal differences in motivational orientations of students in control and experimental groups. The work is interdisciplinary in its nature and is written at the intersection of psychology and pedagogy. As the key evidence the author presents a positive change among the motives associated with future development of the personality which confirms the assumption about the need to focus on student’s personality, his/her interests and development of personal values, i.e. correct orientation in a student-centered approach and self-actualization of individual students.

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Teaching Spoken Production in Global Contexts 2021

10.31235/osf.io/uneja ◽

2022 ◽

Author(s):

Nilakshi Phukan ◽

Svitlana Volkova ◽

Kateryna Tuliakova ◽

Oleksandr Pasichnyk ◽

Yuliya Kornytska

Keyword(s):

Foreign Language ◽

Professional Training ◽

Professional Competence ◽

Language Competence ◽

Starting Point ◽

Law Faculty ◽

Good Starting Point ◽

Methodological Principles ◽

Kyiv Polytechnic Institute ◽

Methodological Guidelines

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

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