Customized Approach to Teaching Professional Communication in Foreign Languages

2020 ◽  
Author(s):  
Svetlana Kurbakova
Keyword(s):  
Professional Communication ◽  
Foreign Languages ◽  
Approach To Teaching ◽  
Teaching Professional

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

SPECIFICS OF TEACHING FOREIGN LANGUAGES FOR PROFESSIONAL COMMUNICATION TO STUDENTS SPECIALIZING IN “LEGAL SUPPORT OF NATIONAL SECURITY”

2020 ◽  
Author(s):  
Анна Владимировна Подстрахова
Keyword(s):  
National Security ◽  
Professional Communication ◽  
Foreign Languages ◽  
Skills Development ◽  
Enhance Efficiency ◽  
Teaching Learning

В статье рассматриваются вопросы формирования у студентов-юристов универсальных компетенций в процессе обучения профессионально-ориентированному иностранному языку. Предлагаются пути оптимизации процесса обучения иностранному языку на примере курса «Иностранный язык в профессиональной сфере» в рамках специальности «Правовое обеспечение национальной безопасности». The paper focuses on the problem of students` universal skills development while teaching foreign languages for professional communication. Ways to enhance efficiency of teaching/learning are proposed and tested among the students specializing in “Legal Support of National Security”.

Phraseology in Teaching Professional Communication in Russian Language to Foreign Students

2021 ◽  
Vol 10 (4) ◽  
pp. 61-66
Author(s):  
N. Basko
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Economic Discourse ◽  
Linguistic Resources ◽  
Speech Control ◽  
Teaching Professional

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES

2021 ◽  
pp. 17-20
Author(s):  
O. Kuznetsova ◽  
V. Zlatnikov
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Communication ◽  
Foreign Languages ◽  
Present Stage ◽  
Professional Needs ◽  
Number Of Factors ◽  
Wide Range ◽  
Teaching Grammar ◽  
Practical Recommendations

At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.

Teaching Professional Foreign Language Discourse via IT Tools

2020 ◽  
pp. 267-282
Author(s):  
Elena Shulgina
Keyword(s):  
Foreign Language ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Educational Process ◽  
Professional Communication ◽  
Student Work ◽  
Language Discourse ◽  
Independent Work ◽  
Teaching Professional ◽  
The Web

The chapter “Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology” is devoted to the description of the didactic tools development based on the Internet technologies (IT) and the integration of the problem-based learning into the educational process for the formation of professional foreign language discourse in non-linguistic students. The author presents the experience of using IT, in particular the web-quest technology, in practice for the purpose of creating a professional foreign language discourse that allows students to master professional knowledge and develop relevant skills in the field of professional communication. In the chapter the web-quest technology is considered to be one of the most appropriate IT tools for the successful formation of professional foreign language discourse in students with non-linguistic major, since the format of the technology allows the teacher to manage the student work at all stages. In addition, the integration of the web-quest technology into the educational process solves one of the key tasks of modern education, i.e. the increase in the volume of students' independent work, due to which the process of metacognition develops the self-regulation of the personality. The chapter pays great attention to the historiography of problem-based learning from the very origins to modern times, its transformation and types, which depend on the didactic goals being set during the learning process. At the end of the chapter, the author presents the experience of technology integration in the pedagogical process and the results of the experiment.

scholarly journals Special Features of Foreign-Languages Teaching at Higher Education Institution

2020 ◽  
Vol 9 (7) ◽  
pp. 298
Author(s):  
Oksana V. Petrenko ◽  
Iana E. Andriushchenko ◽  
Hanna M. Truba ◽  
Vladyslava V. Shcherbytska ◽  
Lesia I. Syniavska
Keyword(s):  
Local Level ◽  
Language Education ◽  
Education Institution ◽  
Scientific Paper ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Eu Countries ◽  
Educational Environments ◽  
The Social ◽  
Approach To Teaching

The trend towards the development of intercultural communicative competences of students, the use of interactive teaching methods, the changing role of a teacher to a consultant in the teaching process necessitates highlighting the level of perception, knowledge and views of teachers on the intercultural approach in teaching. Based on the study of the experience of EU countries in the implementation of intercultural approach in the teaching of foreign languages and an enquiry of 32 teachers, the level of teachers’ perception of the intercultural approach was assessed. We have established the next points: 1) changes in the social and economic context require new approaches to the organization and provision of foreign language education; 2) shifting away from linguistic purity and correctness and the priority of a democratic society, openness to different cultures. This indicates that the social and educational environments are multilingual. The study proves a positive perception in increasing the level of knowledge concerning teachers’ intercultural communicative competences. Teachers confirm the importance of implementing an intercultural approach in teaching foreign languages. The scientific paper proves the convergence of developing countries, to advanced countries in the implementation of an intercultural approach to teaching foreign languagesat the local level. Nevertheless, the perception of intercultural competences as the best approach to teaching is at a mean level in Ukraine compared to EU countries.

scholarly journals English textbook for maritime engineers: needs and requirnments

2019 ◽  
Keyword(s):  
Teaching Methods ◽  
Professional Communication ◽  
Teaching English ◽  
Communicative Skills ◽  
English Classes ◽  
Engine Room ◽  
Complex Approach ◽  
Approach To Teaching ◽  
Maritime English ◽  
Different Levels

The article under consideration present some review of the present days textbooks created by Ukrainian specialists for teaching English in Maritime higher educational establishments. The authors attempt to analyze the existing manuals keeping in mind the needs of the future maritime engineers and the requirements of the International Maritime Organization, teaching methods are also meant. It is stressed in the article that the approach to teaching maritime engineers differ a lot from that of teaching other maritime specialists because besides general English communicative skills and maritime English they are supposed to be aware of technical terminology quite well. We make a quick review of the problems the teacher faces when working with the engineer students. The enumeration of the topics are supposed to be tackled upon in English classes is done. We touch upon the absence of one National English Standard for engine room department personal and discuss the problems it arises. It is underlined the achievements of Ukrainian Maritime English specialists are significant: the number of the textbooks and other teaching means in the field are getting larger every year what is more important their quality is getting higher as well. We have chosen these two series of textbooks for our review as they demonstrate complex approach to teaching the language and if accompanied with some extra tasks and listening and video activities they are the best one to use as basic for maritime engineers. Among the most authorized and widely used textbooks are the series of works by O. Bogomolov: there are 3 textbooks worked out for different levels. Some other series of textbooks we would like to mention are works of teachers who work in Kherson Maritime State Academy. Other series of textbooks under review are created by the group of the authors headed by V. Kudryavtseva. As it has been underlined in the preface to these textbooks, the purpose of the manuals is the development of professional communication skills of maritime engineers.

scholarly journals The role of education informatization in improving the efficiency of the educational process

2021 ◽  
Author(s):  
Iryna Skril ◽  
Nataliia Vasylyshyna ◽  
Tetiana Skyrda ◽  
Olena Moroz ◽  
Tatiana Voropayeva
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Language Proficiency ◽  
Information Exchange ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Foreign Language Proficiency ◽  
The Future ◽  
High Level

The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.

scholarly journals Foreign language teaching in domestic non-linguistic educational establishments (historic review and development prospects)

2021 ◽  
Vol 7 (3D) ◽  
pp. 257-263
Author(s):  
Yana Necheporuk ◽  
Iryna Holovko ◽  
Serhii Radul
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Language Training ◽  
Historic Review ◽  
Development Prospects ◽  
Teaching Professional

This article describes the problems, development and modern trends of foreign language education in non-linguistic universities. It also gives a certain historical division of LSP studying into periods. This article highlights certain historical features of teaching professional English in domestic non-language educational institutions and reveals some modern prospects for the development of methodology for teaching professional foreign languages. The article also gives, as an example, a short presentation of training aviation specialists for foreign language vocational communication. The increased importance of proficiency in a professionally oriented foreign language is emphasized; the approaches that make up the methodological basis of the system of foreign language training are determined.

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