scholarly journals Building of professional communicative competence as a necessary condition of vocational training for foreign students at the bachelor degree (based on the example of specialty “Public Relations”)

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Sergey Lazarev ◽  
Nadezhda Zhuravleva ◽  
Inna Fateeva
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Vocational Training ◽  
Communicative Competence ◽  
Necessary Condition ◽  
Professional Activity ◽  
Professional Activities ◽  
Bachelors Degree ◽  
Russian Universities

The foreign students who study at Russian universities continue learning Russian at bachelors’ degree. The main difficulty which professors face while teaching Russian as a foreign language lies in the fact that foreign students are often unprepared to learn specific vocabulary, necessary for educational and professional activities. A totally different approach for presentation of specific vocabulary has been developed by the authors of “Training for professional activity in Russian of “Public Relations” speciality foreign students” (L.V. Adonina, S.V. Lazarev, S.V. Smirnova, O.S. Fisenko).

scholarly journals Building of professional communicative competence in foreign students

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Sevinc Karayel ◽  
Shalala Ramazanova ◽  
Olga Fisenko
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Professional Activity ◽  
Main Difficulty ◽  
Russian Universities

The Turkish students who study at Russian universities continue learning Russian at the main departments. The main difficulty which foreign students face while learning Russian is scientific style. Those who teach Russian as a foreign language admit that foreign students are often unprepared to learn specific vocabulary. The article covers a completely different approach for presentation of specific vocabulary, developed by the authors of “Training for professional activity in Russian of “Public Relations” speciality foreign students” (L.V. Adonina, S.V. Lazarev, S.V. Smirnova, O.S. Fisenko).

scholarly journals USE OF A VIDEO RESOURCE AS WAYS OF INCREASING THE FOREIGN STUDENTS’ MOTIVATION IN STUDYING OF THE UKRAINIAN LANGUAGE IN THE TECHNICAL HIGHER EDUCATION INSTITUTION

2021 ◽  
pp. 55-60
Author(s):  
Lutsenko V.I.
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Communicative Competence ◽  
Language Education ◽  
Education Institution ◽  
Professional Activity ◽  
Diagnostic Apparatus ◽  
Professional Activities ◽  
Technical University

Purpose. The main purposeis to submit a scientific justification and description of practical ways to use video resources to increase the motivation of Technical University students to learn Ukrainian as a foreign language.Methods.The work was carried out on the basis of the provisions of regulatory documents defining the guidelines for teaching foreign languages in technical universities, the provisions of the technology of working with video resources, which is becoming particularly relevant in language education today, the content and methodological directions of the organization of teaching the discipline “Ukrainian as a foreign language (for professional activity)”. As a result, a set of practical classes in the Ukrainian language was developed and tested.Results.Based on the study of the technology of organizing work with video resources, a motivational apparatus is identified that contributes to the activation of the interest of foreign students, the development of their communicative competence in classes in Ukrainian as a foreign language. Examples of various types of tasks for international students of technical specialties at each of the selected stages of work are presented. The emphasis is placed on the motivational potential of organizing students activities at the Post-review stage, which implements the principle of situativeness. The criteria and diagnostic apparatus for determining the degree of motivation of foreign students to study the Ukrainian language is determined and the results of a methodological experiment conducted on the basis of NTU “Dnipro Polytechnic” are presented, which confirms the effectiveness of using video resources to increase the motivation of foreign students. A group of pedagogical conditions that ensure productive organization of work with video material in classes in Ukrainian as a foreign language at a technical university is revealed.Conclusions. It is concluded that work with video resources should be carefully organized by the teacher, taking into account the professional needs and interests of foreign students, their level of language proficiency; the systematic use of video resources in teaching the discipline “Ukrainian as a foreign language (for professional activities)” helps to increase the motivation of foreign students to learn the Ukrainian language.Key words: communicative competence, practical tasks, revision stages, situativeness principle, pedagog-ical conditions. Мета. Подати наукове обґрунтування та описати практичні способи застосування відеоресурсів для підвищення мотивації студентів технічного вишу до вивчення української мови як іноземної.Методи. Робота виконана на основі положень нормативно-правових документів, що визначають орі-єнтири викладання іноземних мов у технічних внз, положень технології роботи з відеоресурсами, що набуває особливої актуальності в мовній освіті сьогодні, змістовно-методичних спрямувань організації викладання дисципліни «Українська мова як іноземна (для професійної діяльності)». У результаті роз-роблено та апробовано комплекс практичних занять з української мови.Результати. На основі вивчення технології організації роботи з відеоресурсами визначено моти-ваційний апарат, що сприяє активізації інтересу іноземних студентів, розвитку їхньої комунікативної компетенції на заняттях з української мови як іноземної. Подані приклади завдань різних типів для іно-земних студентів технічних спеціальностей на кожному з виділених етапів роботи. Акцент зроблено на мотиваційному потенціалі організації діяльності студентів на етапі постперегляду, що реалізує прин-цип ситуативності. Визначено критеріально-діагностичний апарат визначення ступеня прояву мотива-ції в іноземних студентів до вивчення української мови та подано результати методичного експеримен-ту, проведеного на базі НТУ «Дніпровська політехніка», що підтверджує ефективність використання відеоресурсів для підвищення мотивації іноземних студентів. Розкрито групу педагогічних умов, що забезпечують продуктивну організацію роботи з відеоматеріалом на заняттях з української мови як іноземної в технічному виші.Висновки. Робиться висновок про те, що робота з відеоресурсами повинна ретельно організову-ватися викладачем з урахуванням професійних потреб та інтересів іноземних студентів, їхнього рів-ня володіння мовою; систематичне застосування відеоресурсів у викладанні дисципліни «Українська мова як іноземна (для професійної діяльності)» сприяє підвищенню мотивації іноземних студентів до вивчення української мови.Ключові слова: комунікативна компетенція, практичні завдання, етапи перегляду, принцип ситуативності, педагогічні умови, стимулювання інтересу.

scholarly journals FOREIGN LANGUAGE COMPETENCE OF TEACHERS

2020 ◽  
pp. 71-78
Author(s):  
Olga Voloshina ◽  
◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Research Methodology ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Language Competence ◽  
Criteria And Indicators ◽  
Professional Activities

This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.

scholarly journals THE USE OF GAMING TECHNOLOGIES IN THE PROCESS OF DEVELOPMENT OF THE FOREIGN LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS

2020 ◽  
pp. 98-105
Author(s):  
Лариса Максимук ◽  
Лилия Левонюк
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Effective Means ◽  
Real Life ◽  
Role Playing ◽  
Educational Process ◽  
Professional Activity ◽  
Developmental Potential ◽  
Professional Activities ◽  
Role Playing Games

The article deals with the problem of the formation of foreign language professional communicative competence of future specialists of non-linguistic profiles. The process of teaching a foreign language becomes interesting and creative thanks to game technologies that expand the range of topics for communication, make the process of foreign language communication more dynamic and expressive, and also give the possibility to create models of future professional activities of students and teach them how to act in certain real life situations. Role-playing and business games, which are one of the most dynamic methods of teaching a foreign language, are widely used in foreign language classes at non-linguistic specialties of universities. In role-playing games, personal interaction not limited to professional activity takes place, while in business games situations, which are close to the real future professional activity of students, are played. The use of role-playing and business games in the process of teaching foreign languages contributes to the formation of the cognitive interests of students, their conscious and motivated mastering of the target foreign language, and also contributes to the development of such qualities as independence, initiative, the ability to work in a team, the desire for self-education and self-improvement. Thus, gaming technologies have a great developmental potential and are an effective means of improving and modernizing the educational process at universities, professionalizing foreign language teaching for students of non-linguistic specialties, and forming their foreign language professional communicative competence.

scholarly journals INTEGRATION OF PRACTICE-ORIENTED AND THEORETICAL APPROACHES AS A NECESSARY CONDITION FOR THE TRAINING OF MODERN PERSONNEL IN VOCATIONAL AND PEDAGOGICAL EDUCATION

2021 ◽  
pp. 33-41
Author(s):  
N.A. Pakhtusova ◽  
◽  
A.V. Podmareva ◽  
I.G. Samsonova
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Active Form ◽  
Necessary Condition ◽  
Professional Activity ◽  
Professional Orientation ◽  
Theoretical Approaches ◽  
Priority Direction ◽  
Experimental Project

The article deals with the problem of improving the quality of training of teachers of vocational training by integrating practice-oriented and theoretical approaches for the implementation of the experimental project «Professionalism» as a priority direction in the development of secondary vocational education. It is noted that the professional activity of a teacher becomes more multitasking and requires the formation of professional skills while developing fl exibility of thinking, intelligence, and the ability to quickly respond to the demands of the labor market. The professional training of teachers provides for the integration of practice-oriented and theoretical approaches to form a competitive specialist. At the same time, the educational environment should diff er in the variability of approaches, educational technologies, didactic means and teaching methods. The article describes some forms of work with students that allow modeling the future professional activity of a teacher of vocational training and imply deepening and expanding the content of theoretical material and its refraction when performing practical tasks of a professional orientation. Noting the practice-oriented approach as an active form of organizing professional training of students, the authors consider the experience of working on the basis of the South Ural State Humanitarian Pedagogical University.

scholarly journals Development of foreign philological students’ pedagogical competences by the course «Professiogram of a Teacher of Russian as a Foreign Language»

2019 ◽  
Vol 8 (3) ◽  
pp. 333-339
Author(s):  
Olga Viktorovna Filippova
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Foreign Students ◽  
Academic Discipline ◽  
Professional Activity ◽  
Federal State ◽  
Educational Standard ◽  
Major Teaching ◽  
State Educational ◽  
Competencies Development

The paper deals with the role of the discipline Professiogram of a teacher of Russian as a foreign language (variable part of Curriculum 45.03.01 Philology, major - Teaching Russian as a foreign language) for the development of foreign philological students pedagogical competences. The demand for Russian philological education among foreign students is largely due to the desire to continue teaching. Federal state educational standard of higher education for Curriculum 45.03.01 Philology involves the development of a number of pedagogical competencies that are important for prospective teachers of Russian. To develop necessary competencies and to become a successful specialist it is necessary to get a set of knowledge and skills, culture and experience, which is the professiogram of the teacher of Russian as a foreign language. The paper also deals with the specifics of the academic discipline Professiogram of a Teacher of Russian as a Foreign Language and defines the conceptual content, principles and form of practical work. The basis of pedagogical competencies development is a complex of knowledge about requirements for professional activity and personality of the teacher, pedagogical abilities as well as components of pedagogical skills. The specificity of the discipline Professiogram of a Teacher of Russian as a Foreign Language is that it develops communicative personality of a prospective teacher. The paper contains examples of practice-oriented tasks.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

scholarly journals Linguistic and Cognitive Analysis of Inter-Cultural Business Discourse from the Perspective of “Dialogue of Cultures” in the Formation of Inter-Cultural Communicative Competence

2020 ◽  
Vol 15 (09) ◽  
pp. 173
Author(s):  
Irina Belousova ◽  
Svetlana Bairamova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Business Communication ◽  
Russian Language ◽  
Intercultural Communicative Competence ◽  
Native Culture ◽  
Foreign Culture ◽  
Business Behavior ◽  
Synergetic System

The article discusses the creation of a qualitatively new educational system in intercultural business communication, capable of providing real interaction between specialists in the global cultural space. Under the current conditions of expanding international cooperation, the humanities specialist must speak a foreign language at a fundamentally new level as an instrument of professional intercultural communicative competence. The aforesaid determines the existence of contradictions between the provisions developed in linguistics and linguistic didactics concerning the theory of intercultural communication and methods of teaching foreign students the Business Russian Language and the lack of their integration and extrapolation in the training of foreign students for interaction in the business sphere of communication. The question of interest is what happens to a linguistic personality when it enters a "foreign" environment undergoing the processes of cognitive consciousness transformation. Based on the studies of the cultural synergy model in the formation of intercultural communicative competence of foreign citizens in business communication, it is concluded that the possession of a foreign-language code that allows a successful intercultural professional interaction requires knowledge of a “foreign” culture and determines the specifics of the social and business behavior of the speakers of this culture. In the “native" culture, a linguistic personality assimilates language through reality, and in a "foreign” culture, the reality is assimilated through language. In this case, the interaction process of communication participants is considered as a complex synergetic system, in which the traditions accepted in the native culture are neutralized and the traditions accepted in the culture of business partners are updated.

Psychological and pedagogical conditions for teaching foreign professional communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning

2019 ◽  
pp. 43-54
Author(s):  
Yuliya Tokmakova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Training Model ◽  
Agricultural Products ◽  
Professional Communication ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Integrated Learning ◽  
The Subject ◽  
Technology Of Production

Content and language Integrated learning is one of the modern approaches to teaching a foreign language for professional communication to students of non-linguistic specialties. The im-plementation of the approach implies taking into account the specifics of each specific profile of training within the training direction when selecting the subject content of teaching a foreign lan-guage, as well as when choosing a system of exercises and assignments aimed at creating aspects of students' foreign-language professional communicative competence. The development of an appropriate teaching methodology will depend on the consideration of a number of psychological and pedagogical conditions, which are understood as a complex of interconnected possibilities of the educational environment aimed at quantitative or qualitative changes in personality characteristics. In the framework of this study, teaching foreign students professional communication in the “Technology for the production and processing of agricultural products” programme on the basis of an integrated content-language training model will be effective when taking into account the following psychological and pedagogical conditions: 1) motivation of students to study foreign language professional communication on the basis of an integrated content-learning model; 2) students have a foreign language level of B1 and above; 3) the competence of a foreign language teacher in a profile specialty; 4) taking into account the specifics of the learning profile when selecting the subject matter of teaching a foreign language for professional communication; 5) taking into account the specifics of professional activity in the development of a complex of educational communicative tasks. In this work, we substantiate and describe each of the conditions in detail.

Lexicographic Work with Foreign Linguistics Students Who Study Russian As a Foreign Language. Advanced Level

2015 ◽  
Vol 4 (4) ◽  
pp. 30-32
Author(s):  
Антропова ◽  
M. Antropova
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Traditional Method ◽  
Russian Language ◽  
Advanced Level ◽  
Online Newspapers ◽  
Innovative Method ◽  
Russian Higher Education ◽  
The Russian Language

The article represents the author’s experience in creating a PR-glossary in the course of lessons of the Russian language with foreign students who study in Russian higher education institutions at the programme “Advertising and Public Relations”. The author considers work on creating a glossary not only as a traditional method of enlarging a student’s vocabulary but also as an innovative method of teaching students to understand and use vocabulary of the publicistic style on the basis of such modern sources as online magazines, online newspapers, websites, the corpus of the Russian language and online dictionaries, thus developing students’ lexicographic skills.

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