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.

scholarly journals Contemporary practices of foreign language preparation of future international relations specialists at universities

2021 ◽  
Vol 9 (4) ◽  
pp. 25-34
Author(s):  
Nataliia Vasylyshyna ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Language Training ◽  
Methods Of Learning

The article analyzes the changes taking place in Ukrainian education during the last five years, are compared with the processes taking place in Europe, and an attempt is made to identify the main trends in the development of domestic foreign language education in the near future, allowing us to: predict probable challenges and prepare for overcoming them; focus on the main areas; to formulate new tasks, review the content, and possibly approaches to methodological training foreign language teachers taking into account these trends. Special attention is paid to the training of specialists in the field international relations is due to the fact that the process intercultural communication is significantly complicated problems due to certain differences and differences in perception of the world around us native speakers of different languages and cultures, which often leads to misunderstanding of each other, and in some cases becomes the cause of undesirable situations. The purpose of the article is to analyze the peculiarities of the development of foreign language education in Ukraine, to investigate the tendencies of the influence of the European educational system on the development of foreign language education in our country. The article highlights the results of the study of trends in the development of foreign language education in Ukraine, them influence on the formation of methods of learning foreign languages in higher education, their effective used during foreign language training of future specialists in non-language specialties in modern times stage. Some aspects of the formation and development of foreign language education at different stages of it are analyzed formation in the context of the subject of research and their relevance in modern conditions of preparation for the future specialists in the humanities in higher educational institutions of Ukraine. The main directions are clarified development of trends in foreign language education through analysis of works and research of leading experts in the field. In the frame of the study, it was revealed that the concepts of "bilingualism", "plurilingualism", and "multilingualism" in the system of higher education in Ukraine have become the significant components of foreign language training of future specialists in a particular field. The research concluded that, at the present stage of Ukraine's entry into the European educational space foreign language education is an element of cultural interaction, that promotes the formation of interests in another mentality, increases motivation, and expands the scope of international cooperation. We see the conclusions and prospects for further research in this area in a more in-depth approach to creative development and finding new ways to improve efficiency of the educational process of students of the faculties of international relations in the light of the latest requirements of the Ministry of Education and Science of Ukraine for teaching foreign languages at a qualitatively new level.

Development of Plurilingual Competencies through Vocationally Oriented Language Learning in Sweden

2014 ◽  
Vol 4 (3) ◽  
pp. 44-50 ◽  
Author(s):  
Larysa Movchan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Educational Institutions ◽  
International Mobility ◽  
Council Of Europe ◽  
Upper Secondary ◽  
Higher Educational

Abstract The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.

The history of the emergence and main trends in the development of the case-study method in Russian foreign language education: the theoretical aspect of the research problem

2021 ◽  
pp. 131-138
Author(s):  
Natalya A. Goncharova ◽  
Nadezhda V. Hausmann-Ushkova
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Educational Institutions ◽  
Case Study Method ◽  
History Of

The history of the emergence of the “case-study” method as a significant method for the national methodic science is briefly presented in a historical cut. From a theoretical point of view, the main trends in the development of the “case-study” method in the domestic school foreign language education are outlined. It is emphasized that there is a rapid spread of the “case-study” method in the school methods of teaching foreign languages. This method becomes an effective means of organizing the educational and cognitive process, coexists with other interactive methods. The “case-study” method is actively used in teaching foreign languages both in general educational institutions and in higher educational institutions, and is already one of the components of the educational process. It is emphasized that, working with teaching, training and systematizing cases in the process of learning a foreign language, students receive an analysis of the usual situation and a solution to the problems raised by means of a foreign language. The study of cases gives students the opportunity to use a ready-made scheme for solving a communication problem in a certain communicative situation, forms the skills for solving deeper problems. Naturally, students will be able to apply this experience in similar cases in the implementation of future intercultural activities.

Reexamining the priorities of the National Standards for Foreign Language Education

2008 ◽  
Vol 41 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Sally Sieloff Magnan
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Student Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
The Past ◽  
Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

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.

scholarly journals TO THE ISSUE OF CONTENT UPDATING OF FOREIGN LANGUAGE TRAINING OF MASTER’S DEGREE STUDENTS

2021 ◽  
pp. 10-18
Author(s):  
I.A. Bobykina ◽  
◽  
E.N. Abramova ◽  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Training ◽  
Master's Program ◽  
Master's Students ◽  
Legal Documents ◽  
Research Activities ◽  
Professional Field ◽  
The University

One of the most important pedagogical tasks is the timely updating of the content of both the educational program, in general, and the work programs of disciplines (modules), according to the development trends of modern higher education and ongoing innovations in the professional field, for which a university graduate is preparing. The article is devoted to the consideration of the issue of selection of the content of foreign language training of master’s students of the educational direction. Based on the analysis of the requirements of the current legal documents, the main points of the language policy content in the field of domestic foreign language education (the introduction of competence-based, subject-activity and other approaches, the expansion of research activities, etc.) have been identified, which make it possible to justify the main selection criteria of the content of foreign language education at the university. As a result of the analysis of scientific literature, the concept of «content of education» and its components composition have been clarified. The list of professional tasks and typical communicative situations, ensuring the achievement of the results of mastering the content of the pedagogical master’s program (competencies, personal qualities), necessary for a modern teacher in the field of foreign language education, is given. In the conclusion, a number of recommendations are proposed on the technology of content design of foreign language education for masters are suggested.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

2018 ◽  
Vol 8 (4) ◽  
pp. 72 ◽  
Author(s):  
Sevil Filiz ◽  
Aycan Benzet
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Flipped Classrooms ◽  
Performance Perceptions

Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been apopular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study isto review a selected sample of 50 studies on flipped classroom instruction in foreign language education publishedfrom 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years,study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools,data analysis procedure and variables through a ‘Research Classification Form’. Results showed that studies weredone mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. Inthese studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language.Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, asquantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standarddeviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons,Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtainedfrom this study are expected to contribute to future studies conducted on flipped classrooms in foreign languageteaching.

scholarly journals Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment

2020 ◽  
Vol 3 (1) ◽  
pp. 57-61
Author(s):  
B. Tolibjonov ◽  
Sh. Samandarov ◽  
D. Umirzakova ◽  
Y. Yunusova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
National Standard ◽  
Education Standards ◽  
New Era ◽  
Adoption And Implementation

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

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