scholarly journals Innovative Approaches to Teaching Foreign Languages at the University

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Natalia Germanovna Shchebunyaeva ◽  
Natalia Valentinovna Guseva ◽  
Galina Ivanovna Polyanskaya ◽  
Elena Yurievna Fedorova ◽  
Olga Pavlovna Burlakova
Keyword(s):  
Professional Training ◽  
Independent Learning ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Professional Activities ◽  
Training Materials ◽  
Humanistic Approach ◽  
Approach To Teaching ◽  
The University ◽  
Innovative Approaches

The article is concerned with the substantiation of innovative approaches to teaching foreign languages at the university. It is established that during the professional training of specialists at the university, the special emphasis should be given to the application of innovative forms and methods of training aimed at qualitative mastering of knowledge, abilities, and skills, developing students’ mental activities, identifying skills of critical addressing the problems, gaining experience of independent learning of training materials, conducting exploration work, and gaining qualities that will be useful in professional activities and later in life. It is proved that the effectiveness of teaching foreign languages at the university will depend on the desire and ability of teachers to take advantage of successful practices in the humanistic approach to teaching, understanding the need to abandon authoritarian and scholastic teaching methods.

Assessment of the Communicative Competence of the Students of Pedagogical University

2021 ◽  
pp. 90-98
Author(s):  
Inna Mihailovna Shepshinskaya ◽  
Keyword(s):  
Professional Training ◽  
Communicative Competence ◽  
Quality Criteria ◽  
Oral Communication ◽  
Assessment Method ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Activity ◽  
Professional Activities ◽  
The University

The organization of professional training of students of a pedagogical university is realized on a competence-based approach, which requires a implementation of new methods, tools and procedures aimed at assessment educational results. The complexity of the formation and assessment of competencies is explained by their multicomponent structure and the ability to manifest themselves during students’ performance. Modern methods and tools of assessing competencies should be based on modeling situations that enable students to perform quasi-professional activity and the description of key elements of each competence domain. The purpose of the article is to develop a methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of foreign languages. Methodology and methods of research. The methodological basis of the study was made up of: the competence-based approach and its views on new results of the educational process at the university, methods of assessing competencies (N. F. Efremova, Ibragimov G.I., Baartman L.K., Kanik M.); a contextual approach that explains the need to create educational situations that model the conditions of professional activities for the formation and assessment of modern educational results (A. A. Verbitskiy). Research methods: analysis of scientific literature, pedagogical modeling. Research results. A methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of Foreign Languages has been developed and presented. The quality criteria for modern assessment methods and instruments are formulated (authenticity, transparency, the significance of the content of assessment materials for students, effectiveness). The author of the article develops and presents a model of an assessment method based on the analysis of video fragments of communicative situations. The procedure for modeling communicative situations that can be used to compile assessment materials is described in detail. The foreign experience of designing pragmatic tests of oral communication (Discourse Completion Task) is analyzed, ways of improving these tasks are proposed.

scholarly journals Modern approaches to teaching a foreign language

2020 ◽  
Vol 100 (4) ◽  
pp. 178-188
Author(s):  
Sh Rakhmetova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Technology Use ◽  
Teaching And Learning ◽  
Scientific Data ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Educational Standard ◽  
Competency Based ◽  
Approach To Teaching

Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches

scholarly journals Implementation of the linguistic and cultural approach to teaching Romanic languages in the system of master degree preparation

Rhema ◽  
2019 ◽  
pp. 133-147
Author(s):  
E. Grigoryeva ◽  
E. Cherkashina
Keyword(s):  
National Culture ◽  
Professional Training ◽  
Foreign Languages ◽  
New Approach ◽  
Master Degree ◽  
Cultural Approach ◽  
Approach To Teaching

The article presents the innovative experience of professional training of teachers of  Romanic languages (French and Italian) based on  linguo-cultural approach. The  stages of  the  development of  linguoculturology are  considered. A  new approach to  teaching foreign languages is  proposed, which is  implemented in  modules of  a  linguo-culturological orientation and allows students to  create professional and special competences through the  prism of  the  national culture of Roman countries.

scholarly journals Linguistics Undergraduate and Postgraduate Courses: Experience of Lancaster University (UK)

2016 ◽  
Vol 6 (1) ◽  
pp. 61-66
Author(s):  
Olga Komochkova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Further Education ◽  
Independent Learning ◽  
Wide Range ◽  
Self Study ◽  
Subject Areas ◽  
The Uk ◽  
The University

Abstract The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.

scholarly journals FORMATION OF SUBJECTIVITY OF THE STUDENT IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY AS A STAGE OF PROFESSIONALIZATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.A SHCHUCHKA ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Special Role ◽  
Professional Activities ◽  
Mechanisms Of Formation ◽  
The Individual ◽  
The University ◽  
University Training

In psychological and pedagogical science, professionalization is considered as a process associated with the development of the subjectivity of the individual, motivation to perform professional activities, determination of the potential of the individual in the profession, awareness of his role in the life space, setting requirements for a specialist in the chosen professional activity. The problem is stated, an attempt to solve which is made in this article: what are the directions of the formation of subjectivity of the student in the educational process of the university as a stage of professionalization? The analysis of psychological and pedagogical studies revealed their insufficiency in the perspective of consideration and analysis of the stages of formation of subjectivity of the student in the educational process of the university, which determined the purpose of the study, which consists in solving the stated problem. In the process of research, theoretical methods are used: analysis, comparison, comparison, discourse, systematization of the results of scientific research. The directions of formation of subjectivity of the student in the educational space of the university are revealed. Adaptation is followed by identification with the socio-cultural environment of educational institution, where the realization of values of the environment, the social meaning of vocational education, assimilation of traditions, norms of coexistence, communication experience (socio-professional aspects). Development of the system of Self, self-development of the student as mechanisms of formation of subjectivity in the profession, ensuring the formation of content, effectiveness, positive dynamics in training (personal-value aspect). Ensuring effective communication between the teacher and the student in pedagogical interaction with the use of modern educational technologies and the use of professionally directed situational tasks (technological aspect). A special role in optimizing the process of professionalization for the successful formation of the student's subjectivity is assigned to professional training, where, using pedagogical technologies, the necessary professional competencies are formed. The process of professionalization at the stage of university training is aimed at the formation of subjective characteristics of the teacher's personality, defined as independence and regulation of their actions in the performance of professional activities, responsibility, mobility, creativity, deep sociability, lack of conflict when working in a team.

scholarly journals THE ROLE OF PROFILE SCHOOLS IN THE PROCESS OF INDIVIDUALIZATION OF PROFESSIONAL TRAINING OF A FUTURE TEACHER OF FOREIGN LANGUAGES

2021 ◽  
Vol 1 (192) ◽  
pp. 143-147
Author(s):  
Yaroslav Chernionkov ◽  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
High Performance ◽  
Professional Training ◽  
Future Teacher ◽  
Foreign Languages ◽  
Professional Activity ◽  
Highly Qualified ◽  
Professional Activities ◽  
Leading Role

Тhis study was conducted to determine, outline the main characteristics of improvement of psychological-pedagogical basis of the concepts of «profile-oriented school», «profile-oriented school in foreign languages» at secondary pedagogical educational institutions and institutions of higher education. The author investigated, analyzed the leading role and conceptual impact of the profile-oriented direction of education in the training of future highly qualified professionals in the field of pedagogical education of foreign language. It was noted that profile teaching of a foreign language is a purposeful training of students for further educational and / or professional activities related to the use of a foreign language as an object of future (professional) activity or as a means of professional communication. Today, school profiling is one of the important directions of modernization of Ukrainian general education system. The author analyzed the following principles of specialized education in a specialized school of a foreign language, which, according to the author, play the greatest role: the principle of social balance; the principle of continuity and continuity; the principle of flexibility, the principle of variability; the principle of diagnostic and prognostic feasibility, the principle of differentiation; the principle of individualization. The model of profile-oriented studying in foreign language has not yet been implemented in the practice of the school in full. Teachers work to create a logistical, methodological and didactic base of the model. Work plans of circles, mini-textbooks, electronic manuals, other materials are developed. Therefore, the integration of profile – oriented studying will maximize the continuous studying of both students and teachers and achieve high performance. We understand that our observation is only part of the research program we have created for this issue. Further studies we see in the analysis of the practical-methodical system of profile-oriented studying of future teacher of foreign languages.

scholarly journals BACHELOR DEGREE PROGRAMS IN INTERNATIONAL RELATIONS AND REGIONAL STUDIES: A COMPETENCE-BASED APPROACH TO PROFESSIONAL TRAINING OF STUDENTS IN FOREIGN LANGUAGES

2013 ◽  
pp. 106-110
Author(s):  
L. G. Kuzmina
Keyword(s):  
University Students ◽  
Professional Training ◽  
Language Education ◽  
Business Community ◽  
Foreign Languages ◽  
Federal State ◽  
Regional Studies ◽  
Degree Programs ◽  
State Educational ◽  
The University

The paper is devoted to the problem of devising a new ESP curriculum for university students within the framework of Federal State Educational Standards of Higher Education. The necessity to introduce innovations into foreign language teaching at universities is fore grounded. It is claimed that in spite of some ambiguity in specifying the students’ competence in foreign languages put forward in the Standards, it is possible to design an effective educational curriculum for this university subject. It is proved that this can be realized if a competence-oriented approach is implemented. The process of designing a new competence-based curriculum for foreign languages is being described. A model modular course in foreign languages for the university students majoring in Regional Studies is presented. Some strategies to further develop teaching foreign languages at universities are mentioned. It is also argued that the course under discussion has proved to be attractive for the university applicants, provides for the quality of language education and meets the needs of the regional business community in the specialists of this kind.

scholarly journals Introduction of Pedagogical Technology of Prognostic Competence Formation of Computer Sciences’ Future Bachelors in the University Education Practice

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 223-234
Author(s):  
Volodymyr Proshkin ◽  
◽  
Viktor Sharavara ◽  
Keyword(s):  
Professional Training ◽  
Formal Education ◽  
Research Work ◽  
Scientific Work ◽  
University Education ◽  
Professional Activity ◽  
First Semester ◽  
Education Practice ◽  
Professional Activities ◽  
The University

The article presents the stages of pedagogical technology introduction of prognostic competence formation of Computer Sciences’ future bachelors in the university education practice. The first stage is motivational-target, its purpose is to form students' awareness of prognostic competence importance as a guarantee of successful professional activity realization (mainly during the first semester of study). Stage second is activity. The purpose is to form a system of knowledge on prognosis, skills, and abilities to implement prognostic activities (mainly during the II – III semesters). Stage III is evaluative-reflexive, its purpose is to analyze the formation of students’ prognostic competence in the process of professional training (mainly the IV semester). The content of the discipline of choice «Prognostic activity in the field of information technology» is revealed. Its purpose is to form in students a set of theoretical knowledge and methodological foundations in the field of forecasting analytics, as well as practical skills necessary for the application of prognostic in professional activities. The digital tools for the realization of pedagogical technology in the conditions of distance education are given. The main directions of research work realization of students for the formation of prognostic competence are revealed: participation in work of a scientific circle on actual problems of programming «Computer systems»; involvement of students in non-formal education and implementation of independent research through courses on open online platforms; fulfillment of research tasks; participation in scientific competition events (student competitions, contests, conferences, exhibitions, workshops that stimulate individual creativity of students and the development of the system of scientific work at the university).

scholarly journals ANALYSIS OF THE CONTENT OF TRAINING BACHELORS IN CYBERSECURITY IN THE MODERN CONTEXT OF THE FUNCTIONING OF HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 1 (190) ◽  
pp. 129-133
Author(s):  
Alexey Samoylenko ◽  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
International Standards ◽  
Basic Knowledge ◽  
Professional Activities ◽  
Working Groups ◽  
Modern Context ◽  
The University ◽  
Academic Year

The article analyzes the content of training bachelors in cybersecurity in the modern context of the functioning of higher education institutions. It is noted that the provision of cybersecurity is relevant for many areas of activity, in particular, the fields of science, technology and technology, covering issues related to the protection of cyberspace of the country, individual objects of its infrastructure, characterized these objects. The educational program, which provides for mandatory professional training in order to obtain a bachelor's degree in cybersecurity, is analyzed. Involvement of teachers and professionals working in the system of vocational education and production in the field of information security, as well as business representatives, in order to transfer best practices to future professionals, highlighting the latest advances in science and technology, the rules of successful business. It is noted that in order to develop and update the list of elective subjects at the beginning of the second semester of each academic year, working groups are created at the faculties under the chairmanship of deans. The composition of the working groups is approved by order of the rector. The working groups analyze the quality of educational and methodological and informational support of the submitted disciplines and form their recommendations on quantitative changes in the existing list of disciplines. Based on the analysis of the above information, the working groups form a list of selected disciplines in due time and submit it to the information department for the formation of an updated general academic catalog, which is approved by the Academic Council of the University. The duly approved catalog of selected disciplines recommended for study in the next academic year is posted for acquaintance of higher education students on the official website of the university. It is proved that the program learning outcomes include basic knowledge of basic sciences, to the extent necessary for the development of general professional disciplines, knowledge of the state and one of the foreign languages in order to ensure the effectiveness of professional communication. Knowledge of the functioning of information technology systems and networks and their components of the legislative and regulatory framework, as well as the requirements of relevant, including international, standards and practices for professional activities are important.

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