TO THE QUESTION OF TEACHING A FOREIGN LANGUAGE AT NON-LINGUISTIC FACULTIES OF HIGHER EDUCATION INSTITUTIONS IN THE FRAMEWORK OF ACTIVITY-ORIENTED APPROACH

The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one open- ended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment instead of prevention, etc. Based on the obtained results recommendations for universities are given concerning plagiarism policies.

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PROFESSIONAL TRAINING OF TEACHERS OF HUMANITIES IN HIGHER EDUCATION INSTITUTIONS IN GERMANY

Visnyk Taras Shevchenko National University of Kyiv Pedagogy ◽

10.17721/2415-3699.2021.13.06 ◽

2021 ◽

pp. 25-28

Author(s):

Anna Kozemirova

Keyword(s):

Higher Education ◽

Foreign Language ◽

Professional Training ◽

Higher Education Institutions ◽

Language Teachers ◽

Educational Institutions ◽

Foreign Language Teachers ◽

Pedagogical Training ◽

Basic Competencies ◽

Main Material

The article is devoted to the topical problem of professional training of teachers of humanities in higher education institutions in Germany. The problems and features of basic competencies that are formed in teachers of humanities in training in higher education institutions are considered. Objectives of the study: to investigate the professional training of teachers of humanities; consider the structure of higher education institutions in Germany; to analyze the presentation of the main material on the professional training of teachers of higher education institutions in Germany. Based on the study of domestic and German scientific sources, it was found that the attention of researchers focused on the study of the development of higher education, the origin and formation of pedagogical education in Germany; theories and practices of teacher training in Germany; comparative pedagogy. The study found that the training of foreign language teachers in Germany is based on ancient traditions and is closely linked to the peculiarities of the development of school education in the country; dissemination and teaching of foreign languages; opening of modern languages in universities of philological specialties; typology of educational institutions. It was found that the system of training foreign language teachers in Germany has gone from the training of a classical philologist to a thorough philological and psychological-pedagogical training.

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Didactic basics of ICTs usage in foreign language teaching in non-language higher education institutions

Engineering and Educational Technologies ◽

10.30929/2307-9770.2020.08.01.08 ◽

2020 ◽

Vol 8 (1) ◽

pp. 95-104

Author(s):

Аlla Oleksandrivna Shchehlova ◽

Keyword(s):

Higher Education ◽

Foreign Language ◽

Information And Communication Technologies ◽

Professional Growth ◽

Higher Education Institutions ◽

Bologna Process ◽

Communication Technologies ◽

Educational Process ◽

Teaching Aids ◽

Information And Communication

The article explores the features of modern information and communication technologies implementation in teaching technical English. The specifics of teaching foreign languages for applicants for non-linguistic specialties has its own characteristics, which should be taken into account when constructing and conducting classes. The information society poses new challenges and correspondingly new goals for teachers and applicants to higher education, the achievement of which is ensured by analyzing situational data and creating the environment that would most closely reflect the realities of the modern professional environment, which requires an appropriate level of a foreign language knowledge. It was determined that electronic learning tools act as a catalyst in mastering the material and improve the quality of the educational process. The study analyzed psychological factors that provide an extremely high level of student motivation and form the corresponding priorities in the direction of professional growth. The pedagogical ways of introducing multimedia teaching aids while studying a foreign language are described in detail as a key condition for the fundamental training of a qualified specialist, focused on meeting the needs of the modern market. It is noted that higher education institutions do not yet fully possess educational computer programs and the latest software, which is one of the most pressing problems in the digitalization of the educational process. It is proved that the effectiveness of achieving didactic goals directly depends on the chosen forms and methods of training, and the inclusion of information and communication technologies has such advantages as individualization and intensification of the educational process, an increase in the amount of independent work of the applicant, which is an important component of the Bologna process. In this regard, and with the aim of developing the communication skills of future specialists, ICTs are considered to be the primary element in the training of qualified specialists in economic fields.

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Higher Education Institutions without Foreign Language Continuity

English Language Teaching ◽

10.5539/elt.v5n8p31 ◽

2012 ◽

Vol 5 (8) ◽

Cited By ~ 1

Author(s):

Slavica Cepon

Keyword(s):

Higher Education ◽

Foreign Language ◽

Higher Education Institutions

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THE IMPLEMENTATION OF THE RISK-ORIENTED TRAINING APPROACH IN THE UNIVERSITIES WITH SPECIFIC EDUCATIONAL CONDITIONS

Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences ◽

10.17721/1728-2217.2019.41.10-14 ◽

2019 ◽

pp. 10-14

Author(s):

V. Artemov ◽

N. Lytvynenko

Keyword(s):

Higher Education ◽

Moral Education ◽

Professional Training ◽

Higher Education Institutions ◽

Semantic Space ◽

The European Union ◽

Training Approach ◽

The Military ◽

Educational Conditions ◽

Oriented Approach

The features of the risk-oriented approach when used for educational purposes in higher education institutions with specific learning conditions are revealed. The ways of the risk-oriented thinking formation among employees of security structures are determined.It is assumed that the semantic space associated with the moral proper, includes the following concepts: "permissible", "unacceptable", "compulsory". The aforementioned triad is recommended to be supplemented by the notion "necessarily". The necessary actions should include actions related to the risk of losing freedom, health, and sometimes even death, in connection with forced or involuntary acts to carry out moral duty, order, law. Such actions are often endowed with a higher status in the hierarchy of official actions, are considered to be granted the highest degree of moral approval and, even, admiration. At the same time, those who carry out the necessarily actions, as a rule, perceive their actions as just the performance of official duty. Therefore, the commission of actions related to professional risk becomes a duty only because of the special self-consciousness inherent in the military and law enforcement officers.The higher education institutions with specific educational conditions should be aimed at improving the system of moral education of security officers, the comprehensive involvement of the latest ideas, methods and means of modern pedagogy, based on the deontological potential of the competent approach in the professional training system.The process of the risk-oriented thinking formation for future employees of security organs should be carried out subject to the use of the modern legal and regulatory framework on safety and health of the European Union, which will enhance their competitiveness in the modern labor market.Keywords: higher education institutions with specific educational conditions, employees of security structures, risk-oriented approach, risk-oriented thinking.

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Competence approach in foreign language teaching put in practice in non-linguistic higher education institutions curriculum

Humanities Bulletin of BMSTU ◽

10.18698/2306-8477-2014-10-206 ◽

2014 ◽

Author(s):

Л.А. Дауенова ◽

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Teaching ◽

Higher Education Institutions ◽

Foreign Language Teaching

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Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)

Science and Education a New Dimension ◽

10.31174/send-pp2021-256ix100-07 ◽

2021 ◽

Vol IX(256) (100) ◽

pp. 34-38

Author(s):

K. Ye. Stupak

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Proficiency ◽

Higher Education Institutions ◽

Language Education ◽

Foreign Language Education ◽

Foreign Languages ◽

Integrated Learning ◽

Council Of Europe ◽

Specialized Schools

The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.

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