scholarly journals CONTINUOUS CASE STUDY AS AN EFFECTIVE METHOD OF ENGLISH LANGUAGE LEARNING BY FUTURE ENGINEERS

10.23856/4210 ◽  
2021 ◽  
Vol 42 (5) ◽  
pp. 71-77
Author(s):  
Kateryna Halatsyn ◽  
Alla Feshchuk ◽  
Andrii Galaidin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Continuous Case ◽  
Professional Activity ◽  
Case Study Method ◽  
Language Competence ◽  
Inaccurate Information ◽  
The Future

The present paper addresses the issue of teaching foreign language as an indispensable course at university. One of the demands to the training of future engineers is to prepare them for solving professional tasks and situations. A continuous case study method is one of the forms of problem-based learning which allows teachers to model fragments of future professional activity, its multicultural context. We suggest a continuous case study method as a powerful tool for modelling real professional activities, which contributes to the formation of professionally oriented English-language competence of future engineers. In our article, we aim to reveal the essence and stages of using the method of continuous case studies at English classes. We outlined the following methods: analysis, synthesis, generalization, systematization, inference, observation. In order to verify our statement, we conducted a continuous case study on the topic “Refutation of inaccurate information on technical operation and repair of lifting mechanisms at the enterprise”. As shown by the results of our research, a continuous case study method is a way of development of a professionally oriented English-language competence of the future engineers by involving them in solving imaginary professionally oriented problems through simulated engineering environment. It has been found that the use of a continuous case study method in the course “Practical Course of Foreign Language for Professional (Scientific) Purposes” contributes to the improvement of the future engineers’ professionally oriented foreign-language competencies in listening, speaking, reading; professionally oriented sociocultural, linguistic, educational, strategic and pragmatic competencies.

scholarly journals Formation of English Competence of Future Pharmacists

2021 ◽  
pp. 138-151
Author(s):  
Olena Каrasova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Professional Activity ◽  
Literature Study ◽  
Language Competence ◽  
The Future ◽  
Questions And Answers ◽  
English Competence ◽  
Clinical Thinking

The introduction to the article analyzes the current state of the future pharmacists’ language competence, in particular English. The purpose of the study is to theoretically substantiate the essence of the concept of «English-language competence of future pharmacists» and highlight the features of its formation. Methods. In the process of fulfilling the goal a set of theoretical methods was used - analysis of scientific-methodical, psychological-pedagogical literature, study of normative-program documentation on the research topic. The results. Based on the analysis of the scientific literature, the essence of the concept of «profession-oriented English-language competence» is clarified together with its links with professional competence, language and communication. The author specifies the meaning of «profession-oriented English-language competence» as a set of knowledge, practice-oriented skills, mastery of medical concepts, techniques of logical thinking aimed at solving profession-oriented situational problems, realization of discussions in the form of questions and answers on professional topics. Conclusions. The article identifies the peculiarities of forming the profession-oriented English-language competence in teaching a foreign language to students of the pharmaceutical university: a foreign language in profession-oriented learning becomes not only the object of learning, but also a means of forming the students’ profession-oriented English-language competence; mastering a foreign language is realized in practice-oriented language activities, the ability to participate in the communication of profession-oriented topics, and not in the knowledge of individual elements of a language; increasing the role of self-study work of students is caused by the constant development of modern technologies and innovations in pharmacy, increasing the amount of professional information and pharmaceutical terminology in English, which requires the future specialist skills and abilities to master information independently; the professional activity of pharmacists is connected with the formation and further development of their clinical thinking, professional and personal qualities (observation, flexibility, purposefulness, concentration, determination, communicative literacy).

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

Use of Smartphones for Self-Regulated Foreign Language Learning Activities

2020 ◽  
pp. 204-223
Author(s):  
Violeta Jurkovič
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
English Language ◽  
Foreign Language Learning ◽  
Learning Activities ◽  
Language Competence ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Smartphones can significantly affect the development of foreign languages in two distinct ways. Firstly, online informal learning of languages may result in naturalistic foreign language acquisition while mobile assisted language learning implies the use of smartphones following a conscious decision to engage in language learning activities that would result in the improvement of one's language competence. Based on quantitative and qualitative methodology applied on a sample of undergraduate students in Slovenia, the main objective of this chapter is to explore the use of smartphones for self-regulated English language learning activities beyond the language classroom.

FEATURES OF USING MODERN TECHNOLOGIES IN DEVELOPMENT OF LANGUAGE COMPETENCE

2021 ◽  
Vol 76 (2) ◽  
pp. 88-94
Author(s):  
R.I. Abilkairova ◽  
◽  
R.K. Sadykova ◽  
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
English Language ◽  
Professional Competence ◽  
Language Education ◽  
Professional Activity ◽  
Scientific Publications ◽  
The Future ◽  
Development Of Language ◽  
Modern Technologies

The article examines the important role of modern technologies for teaching English as a foreign language in foreign language education. The use of modern technologies and information innovative technologies in the formation of the competencies of future specialists in a foreign language, the use of modern information technologies in the educational and methodological process allows the future specialist to acquire knowledge, skills and become competitive in the future. In many scientific publications, the concept of "competence" is associated with the definition of personality traits as a set of knowledge, skills, abilities, actions. In any life situation, a future specialist can be literate if he can apply the acquired knowledge and skills in life in any situation. The only way to demonstrate competitiveness is to develop competence. In general, the competence of a specialist is a combination of knowledge, skills, personal qualities and skills necessary for professional activity in a particular area. Since the formation of professional competence is a way to improve professionalism, it is formed only through the training and self-education of the future specialist in the English language.

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

scholarly journals INTERNET MEMES AS A WAY OF DEVELOPING FUTURE ENGINEERS’ MOTIVATION TO STUDY A FOREIGN LANGUAGE IN THEIR PROFESSIONAL ACTIVITY

2021 ◽  
pp. 57-67
Author(s):  
Olga Olegovna Zakharova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Professional Activity ◽  
Teaching Material ◽  
The Internet ◽  
English Language Learning ◽  
Motivation To Learn ◽  
Generation Z ◽  
Research Material

Introduction The article considers the issue of increasing the motivation of technical university students to study a foreign language using English-language Internet memes, which are considered to be significant material for teaching Generation Z students. The purpose of the article is to theoretically substantiate and experimentally test the memes’ effectiveness in building motivation to study a foreign language. The research’s scientific novelty is identifying ways of organizing future engineers’ work with memes based on a variable methodological apparatus. Materials and methods The author analyses the literature on the study of the motivational processes among students of a non-linguistic university studying the English language and using creolized texts to organize their English language-learning process. The research material comprises memes taken from the Internet that correspond to the sections of their discipline program. Results and discussion A workflow for increasing students’ motivation to learn English based on their work with memes has been designed, including methodological and technological, content-motivational, and reflexive-evaluative modules. A methodological experiment has been carried out to test the proposed methods of increasing students’ motivation. An example of organizing the work with memes is given. Conclusion. The results of the methodological experiment conducted at the Trekhgorny Technological Institute confirmed the effectiveness of the proposed methods of developing students’ motivation. It was revealed that memes could become a powerful teaching material that helps to increase the motivation of future engineers to learn English.

scholarly journals Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School

2020 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Endija Zustrupa ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Inclusive Education ◽  
English Language ◽  
Equal Rights ◽  
Or Groups ◽  
Primary School Pupils ◽  
Collection Methods

In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.

scholarly journals The development of the intellectual abilities of students in teaching foreign language in the field of professional communication based on the case-study method

2020 ◽  
Author(s):  
I.A. Kireeva ◽  
L.S. Sidorkina
Keyword(s):  
Foreign Language ◽  
Professional Communication ◽  
Practical Significance ◽  
Professional Activity ◽  
Case Study Method ◽  
Pedagogical Tools ◽  
Intellectual Abilities ◽  
Scientific Approach ◽  
Development Levels

The relevance of the research in the article is due to the fact that modern professional activity requires a scientific approach and analysis from a specialist, therefore, the problem of developing the intellectual abilities of students again acquires a priority focus. The purpose of the study is to identify and substantiate the pedagogical conditions for the development of students' intellectual abilities when teaching a foreign language in the field of professional communication based on the case-study method. The novelty of the research lies in the fact that its results allow clarifying the basic concept of the case-study method and highlighting its components, as well as developing a pedagogical model. The practical significance of the research results lies in the fact that the pedagogical conditions aimed at the development of the intellectual abilities of students in teaching a foreign language in the field of professional communication based on the case-study method are identified and substantiated. As a result, a developed system of criteria and pedagogical tools was introduced into the practice of teaching a foreign language in the field of professional communication to assess the development levels of students' intellectual abilities based on the case-study method.

PROFESSIONAL FOREIGN LANGUAGE COMPETENCE FOR SUCCESSFUL INTEGRATION INTO THE LABOUR MARKET

2019 ◽  
Vol 3 ◽  
pp. 594
Author(s):  
Anna Vintere ◽  
Inese Ozola ◽  
Santa Krumina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Service Industry ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Training Environment ◽  
Language Competence ◽  
Study Results ◽  
Business Sectors

Good knowledge of a foreign language is an important factor contributing to the professional recognition and career prospects. In order to improve professional foreign language competence, the study of the situation in professional foreign language teaching and learning was carried out in three business sectors: logistics, transport, service industry. The survey was carried among three target groups: employers, foreign language teachers and students. Employers were asked to name language skills which employees need most to perform work, to express an opinion on the role of employers in the English language learning process as well as to identify topics, most common words, phrases, or specific professional terms which would be important for their employees to know. Students were asked about motivation and foreign language needs, training environment and teaching methods as well as about their learning styles. Foreign language teachers' questionnaires contained the evaluation of teaching process and methods used, lessons preparation and evaluation of learning. The study results show that foreign language competences are considered by employers as one of the most important for the employees. However, the level of language competences varies according to the position and role within the company. Based on the findings, suggestions and recommendations were developed for acquiring a professional foreign language in the three business sectors. 

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