Psychological and Methodological Aspects of Intensifying the Educational Process of Reading in a Second Foreign Language at Non-linguistic Departments of a Liberal Arts University

2021 ◽  
pp. 133-137
Author(s):  
A.O. Ovsyannikov
Keyword(s):  
Foreign Language ◽  
Liberal Arts ◽  
Educational Process ◽  
Liberal Arts University ◽  
Methodological Aspects

scholarly journals Lithuanian University Students’ Motivation to Study English

2021 ◽  
Author(s):  
Aurelija Daukšaitė-Kolpakovienė ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Student Motivation ◽  
Liberal Arts ◽  
Qualitative Data ◽  
Demographic Information ◽  
Online Questionnaire ◽  
Liberal Arts University ◽  
Learning Content ◽  
Different Types

Lithuanian university students’ motivation to study English as an obligatory study subject seems to be not researched. This is the reason why this study attempts to fill in the existing gap by aiming to learn how motivated Lithuanian students are to learn English at a liberal arts university in which English (as a foreign language) is obligatory to study. 61 upper-intermediate level students at Vytautas Magnus University (VMU) in Kaunas (Lithuania) were involved in the study and filled in an anonymous online questionnaire to reflect on their motivation to study English. The questionnaire involved statements on demographic information and 21 statements on different types of motivation. In addition, the research participants needed to explain in writing why they chose specific statements (all of which started with I study English because…). Thus, it was a quantitative and qualitative study, since qualitative data is lacking in various previous research on student motivation. The findings show that the Lithuanian university students are mostly instrumentally oriented. They hardly see English as an obligatory subject, even though it is, and intend to use it mainly as a tool to achieve various goals in the future, for instance, while travelling, communicating and working. Therefore, English teachers should place the learning content in these contexts to increase student motivation to study. This research may also have implications for the teaching of other obligatory non-speciality subjects at a liberal arts university, such as VMU.

scholarly journals Use of information technologies in the formation of foreign language communicative competence

2021 ◽  
pp. 213-222
Author(s):  
Оksana Vladimirovna Shemshurenko ◽  
Gulnara Ilsurovna Nazarova ◽  
Liliya Rafhatovna Nizamieva ◽  
Elena Rafaelevna Porshneva
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Communicative Competence ◽  
Educational Process ◽  
Full Time ◽  
Modern Information Technology ◽  
New Organizational Forms ◽  
Motivation For Learning ◽  
Preliminary Planning ◽  
Methodological Aspects

This article is devoted to didactic and methodological aspects of using information technologies for the development of foreign language communicative competence and assessing the degree of its formation among students. The aim of the study was to determine the didactic conditions for the use of the video conferencing mode as one of the methodological tools to improve the effectiveness of teaching foreign languages at the university, organized both in full-time and in distance. The main empirical research method was experimental training, the evaluation of the results of which was carried out on the basis of specially developed criteria. The study showed that the high didactic potential of this type of modern information technology, such as video conferences with native speakers of a foreign language, which can be realized with competent methodological support, including preliminary planning, preparation and thorough study of all aspects and stages of the lesson. At the same time, the directing and coordinating activity of a teacher who acts as a moderator of educational activities in the lesson is necessary. Assessment of students' speech skills should be conducted in accordance with clear criteria. Subject to the identified didactic conditions, the educational process is enriched with new organizational forms, cognitive independence of students is developing, cognitive interest is stimulated, and positive motivation for learning a foreign language is increased.

scholarly journals Methodological aspects of the application of audio-visual tools for learning a foreign language and translation at the university

2021 ◽  
Vol 18 (1) ◽  
pp. 87-98
Author(s):  
Nina V. Popova ◽  
Maria M. Stepanova ◽  
Anna V. Kuzmina
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Educational Process ◽  
State University ◽  
Audiovisual Aids ◽  
Two Samples ◽  
Visual Materials ◽  
The University ◽  
Methodological Aspects ◽  
Independent Work

The paper discusses the methodological aspects of audio-visual materials use in teaching students a foreign language and translation. The advantages of using video materials in the university educational process are described. A brief overview of teaching technologies is presented, including the technology of writing subtitles, audiovisual technology for shooting video by students, as well as technologies for viewing video in a silent and freeze-frame mode. A new audiovisual technology for teaching a foreign language to undergraduate students of a technical profile with the use of VideoAnt and MindMeister electronic resources to create a mental map is considered in detail. This three-stage technology, which is based on the use of advertising video material from the American company CISCO, has been tested at the St. Petersburg State University of Telecommunications named after Professor M.A. Bonch-Bruevich (SPbSUT) for students majoring in Service. There are also four formats of assignments for oral and written summary translation of video clips for master students of the translation profile of Peter the Great St. Petersburg Polytechnic University (SPbPU). According to the survey of the students majoring in linguistics, the most interesting and useful task for future translators was the task of interpreting video fragments in the classroom mode. A brief analysis of the questionnaire survey results of two students samples, technical and linguistic training profiles, is given, most of whom preferred to perform audiovisual tasks in the mode of psychologically more comfortable extracurricular independent work. The mode of independent out-of-class work with video materials, well tested during the period of self-isolation, is preferred by 60% of the students from two samples. The proposed application of audiovisual aids for teaching foreign languages and translation to university students is shown to be efficient.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

THE POWER OF LANGUAGE AND THE LANGUAGE OF POWER

2020 ◽  
pp. 96-105
Author(s):  
Lyudmila A. Khalilova ◽  
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Conceptual Approach ◽  
Analytical Skills ◽  
The People ◽  
Innovative Environment ◽  
A Chain ◽  
And Behavior

A language cannot be a simple template of human activity; a language is the history and culture of the people, their long and thorny road to civilization. The informative nature of a discourse will be insignificant if we only take into consideration the visible data of the text. The single viable way to carry out research on the mentality and behavior of the representatives of different cultures is to dig into the implication and the conceptual framework of the discourse. The author’s idea might be interpreted according to the background knowledge of the reader. Such an approach turns the text into a conglomerate of sense messages that reveal the power of the language and its inextricable link to the history, culture and civilization of the nation whose language the students learn. This notional “intervention” is akin to a chain reaction and the language develops into a means of power over a human being. The conceptual approach to a foreign language material helps improve students’ cognitive and analytical skills, turns the educational process into a particular type of an innovative environment, leads to motivation increase in a foreign language instruction.

СОЦИАЛЬНЫЕ СЕТИ НА УРОКАХ РКИ КАК СРЕДСТВО ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 28-31
Author(s):  
A. Sehpeyan
Keyword(s):  
Social Networks ◽  
Cultural Competence ◽  
Foreign Language ◽  
Cross Cultural ◽  
Educational Process ◽  
Cultural Environment ◽  
Internet Technologies ◽  
Modern Technologies ◽  
Creative Tasks

With the advent of modern Internet technologies, the ways of teaching Russian as a foreign language are changing rapidly. Social networks become part of the educational process and serve as a tool for creating new creative tasks aimed at developing cross-cultural competence. Modern technologies help to prepare students to communicate with representatives of other cultures, create situations that are close to those that exist in the natural cultural environment. This article discusses ways to use social networks to develop cross-cultural competence.

EFFЕCIIVENESS OF USING NEW METHODS AND METHODS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN IN MEDICAL UNIVERSITY

2019 ◽  
pp. 80-90
Author(s):  
S. V. Lychuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Learning Model ◽  
Educational Process ◽  
Learning System ◽  
European Experience ◽  
Methods Of Learning ◽  
Medical University ◽  
Accessible Form

The article attempts to identify effective methods of teaching Ukrainian as a foreign language and to base them on the European experience. The most commonly used methods in the European practice of foreign language teaching are characterized: communicative, project, audio-lingual, distance, intensive and blended learning. The advantages of the blended learning system are examined. An interpretation of the term "blended learning" is proposed. The features of the organization of online learning and the structure of blended learning are described. The data of the conducted survey are presented: a) teachers conducting classes in Ukrainian as a foreign language; b) foreign students from different countries. Questionnaire was developed for the survey. The article proposes some tasks for teachers of Ukrainian as a foreign language, commenting on the specifics of different models of blended learning. Based on the results of the survey, the respondents outlined effective methods of teaching a foreign language, identified factors that influence the use of the blended learning model of future doctors when teaching Ukrainian as a foreign language. The advantages and prospects of using blended learning in the educational process of a higher medical institution are analyzed. The results of the study strongly suggest that the blended learning model opens up new possibilities for presenting educational material in a new and accessible form for students.

PROBLEMS OF FORECASTING INDICATORS OF THE DEVELOPMENT OF THE EDUCATIONAL PROCESS IN THE REGION

2021 ◽  
Vol 1 (2) ◽  
pp. 174-182
Author(s):  
A. D. BURYKIN ◽  
◽  
V. Ya. SERBA ◽  
R. A. GASYMOV ◽  
◽  
...  
Keyword(s):  
Local Governments ◽  
Educational Process ◽  
Innovative Development ◽  
Education Development ◽  
Basic Principles ◽  
Technological Forecasting ◽  
Forecasting Methods ◽  
Educational Processes ◽  
Methodological Aspects

The article deals with the theoretical and methodological aspects of the development of methods for assessing the effectiveness of the educational process in the region. Indicators of the development of educational processes are analyzed from the perspective of long-term scientific and technical forecasting. Based on the analysis of the strategic documents, the problems existing in this area of strategic planning and the factors that hinder the innovative development of the education system in the region are identified. The basic principles and approaches to scientific and technological forecasting are defined. The main groups of scientific forecasts and the main directions of education development in Russia are identified. The considered forecasting methods are recommended for use in the work of state authorities and local governments, depending on the complexity of the implementation and the adequacy of the method, the requirements for the information base of the project.

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