scholarly journals Psychological, pedagogical and methodological principles of teaching dialogic foreign language speaking and the problem of classification of exercises

2021 ◽  
Vol 2021 (1 (134)) ◽  
pp. 69-74
Author(s):  
Oleksiy Kozachenko
Keyword(s):  
Theoretical Analysis ◽  
Foreign Language ◽  
Educational Process ◽  
Learning System ◽  
Scientific Development ◽  
Main Element ◽  
Complex Situation ◽  
Methodological Principles ◽  
Teaching Learning

The article provides a theoretical analysis of psychological, pedagogical and methodological principles of teaching dialogic speaking. The relevance of the study is related to the need for scientific development and implementation of a model related to teaching dialogic speaking, which will effectively develop quality skills and relevant competencies. The methodological basis for teaching dialogic speaking is the systemic dynamic unity of interconnected and interdependent situational semantic and linguistic characteristics of this form of speaking realised in the model. The article pays attention to the main provisions of the theory of verbal communication which are a real basis for building a system of situational teaching / learning of dialogic speaking within a single complex “situation – meaning – language”. The gradual approximating of educational situations to natural dialogue is based on a number of well-known didactic principles, the observance of which is considered by the author as an important component of the teaching / learning system. Theoretical analysis of the problem regarding classification of exercises for teaching dialogic speaking as the main element of the educational process has been carried out. Basing on the analysis, it has been determined that an exercise should comprise situational, semantic (meaning-centred) and linguistic characteristics of dialogic speech; whereas their systematic application, while being trained, should be aimed at mastering stylistically marked units alongside syntactic and lexical-syntactic phenomena typical for conversational style of dialogic speaking, as well as at practicing a set of operations of semantic order and operations related to the memory peculiarities. Taking into account all these aspects will allow building an effective model of teaching / learning, namely to clearly formulate the requirements to the main component of the education system, to select the most effective ones, as well as to integrate them into an overall model aimed at developing skills and abilities of dialogic foreign language speaking.

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.

scholarly journals Development of foreign language communicative competence in the process of academic and professional interaction in a second foreign language

2020 ◽  
Vol 9 (3) ◽  
pp. 282-286
Author(s):  
Irina V. Odaryuk ◽  
Artem S. Gampartsumov
Keyword(s):  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Assessment Tools ◽  
Comparative Approach ◽  
Federal State ◽  
Native Languages ◽  
Educational Standard ◽  
Methodological Principles ◽  
State Educational

This paper examines the peculiarities of teaching German as a second foreign language in a railway university. The analysis emphasizes the inefficiency of traditional methods and the success of the bilingual approach, which consists in a harmonious combination of methodological principles of teaching the first and second foreign languages. The authors carry out a theoretical analysis of the fundamental principles of teaching a second foreign language: a comparative approach, the principle of reliance on the first foreign and native languages, an autonomous approach, a cognitive principle. The paper deals with the issues related to interference and transfer in teaching a second foreign language. Project methods (simulation, presentation speech, Lapbook-technology) tested by the author in the learning process are offered as learning technologies, the use of which facilitates effective mastering of foreign language skills and abilities. The syllabus of the course A Second Foreign language developed by teachers of the Rostov State Transport University in accordance with the new edition of the Federal State Educational Standard is analyzed. The conclusion is made that this syllabus satisfies the requirements put forward by methodologists to the process of teaching a second foreign language. The analysis of the organization of the educational process with the use of textbooks and a fund of assessment tools prepared for the course is expected to be the subject of our further research.

scholarly journals Situation as a methodological problem and its role in teaching a foreign language

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 73-79
Author(s):  
Oleksiy Kozachenko
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Scientific Development ◽  
Practical Implementation ◽  
Level Of Functioning ◽  
Speech Activity ◽  
Oral Speech ◽  
Teaching Learning

The article provides a theoretical analysis of a situation as the basis for the emergence of semantic relationships of statements in a dialogue. Consideration of the situation and the specifics of its reflection in the semantic content of statements will allow establishing how a dialogue is governed by the situation. The relevance of the study is related to the need for scientific development and practical implementation of the system of teaching dialogic speech, which will effectively develop students’ quality skills to use living spoken language in practice. Speech activity is marked by important linguistic parameters. A person’s ability to perform speech activity is seen primarily as an opportunity to form statements that correspond to certain situations. The situation affects the structure of certain forms of oral speech, in particular its dialogic variety. Linguists consider the situation to be an extralinguistic factor of speech activity and an important element that significantly affects the speech structure. Psychologists treat the situation as one of the important criteria for studying the regularities of the forming and functioning of mental processes. The situation is traditionally considered at the level of functioning as well as a methodological category. There prevails an opinion that it is necessary to make a detailed analysis of the features of the speech situation components on the basis of which scholars-practitioners single out the most typical and controlled ones in order to successfully apply them in foreign language teaching. The important methodological parameters obtained as a result will be the situational basis for building an effective model of foreign language teaching / learning.

scholarly journals Peculiarities of Formation of Basic Competences in the Process of Professional Training of Future Translators

2020 ◽  
pp. 5-14
Author(s):  
Viktoriia Dоmina ◽  
◽  
Victoria Denisyuk ◽  
Ksenia Sedova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
National Culture ◽  
Professional Training ◽  
Cultural Knowledge ◽  
Educational Process ◽  
Scientific Development ◽  
Institutions Of Higher Education ◽  
Basic Competencies ◽  
Functional Components

The proposed article is devoted to the problem of formation of basic competencies, which are a complex integrative formation of the personality of the future translator. To fully characterize them, the authors identified all the components. It is determined which specific manifestations constitute their subject essence. The relationships between the components are established and considered in the context of existence, functioning and development to identify factors in the development of multilingual personality culture. In the course of scientific research, the acquisition of professional and linguistic and cultural knowledge from translators was determined. The educational process of modern pedagogical institutions of higher education and the formation of not only professional culture but also the general culture of the translator as a "systemic integrative quality of personality, including interdependent and interdependent aspects, represented by significant and functional components, competent foreign language. Also in the course of scientific development of meaningful dominants the characteristics of such categories as multilingual, multilingual and multicultural language personality, which are transmitted by many language systems, were laid down. The proposed study substantiates the process of forming a multilingual culture of personality, determines that knowledge of one's culture is one of the main conditions for successful translators activity, because it is impossible to instill love or at least understand and accept another culture without a high national culture.

On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University

2020 ◽  
pp. 79-96
Author(s):  
Eduard Krylov
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Personal Growth ◽  
Educational Process ◽  
Process Conditions ◽  
Good Opportunity ◽  
Bilingual Teaching ◽  
Technical University ◽  
Teaching Learning ◽  
And Control

Integrative bilingual teaching/learning of foreign language and engineering disciplines at a technical university provides a good opportunity for students of the personal growth both in cognitive and communicative aspects, which contributes to their better positions in the labor market. To put this opportunity into practice, the educators should have clear ideas about the goal of this educational process, psychological aspects accompanying the process, conditions of its implementation, basic units of teaching/learning, means of monitoring, assessment, and control and some others. All these components of methodology are discussed in this chapter.

scholarly journals The formation of a professionally-oriented communicative competence of foreign students-economists by means of distance technologies

2019 ◽  
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Learning System ◽  
First Year ◽  
Special Role ◽  
Full Time ◽  
Language Training

The article deals with the use of foreign language distance learning for first-year foreign students of economic specialties. The implementation of distance learning is one of the ways to modernize the education in Ukraine in the context of globalization and the intensive development of information technologies. Distance technologies are now widely used in many fields of education, especially when teaching a foreign language to inophones. Creating an effective learning system, based on information technology, is an urgent task at all levels of education. One of the systems focused on the professional development of future specialists is the system of teaching students a foreign language using information technology. The possibilities of organizing the educational process are not limited to traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but individual elements of e-learning can be used (in particular, distance learning technologies). It is referred to full-time and part-time (1-2 courses) forms of higher education. The mixed learning has become a special role as a more perfect model of the educational process organization, which takes the advantage of distance learning and compensates for these disadvantages. To improve the organization of the educational process for the language training of foreign students, we consider appropriate to use the materials of distance courses in the models of mixed learning. The options for integrating distance learning into the traditional system of language training for foreigners in the mixed learning models have been analyzed. When integrating the model into a traditional educational process at this stage of foreigners' training, it is suggested to use the distance course developed by us with the prevailing classroom component, because the degree of students' independent work in learning the teaching material of the discipline in the first year is not high. The structure and content of the distance course «Foreign Language» (educational-professional sphere of communication connection), designed on the Moodle platform, are considered in the article. The importance of using distance technologies in the process of organizing language training for foreign students is noted. It contributes to the formation of professional competence of future specialists in the field of economics.

scholarly journals Differentiated Learning in the Foreign Language Classes

2016 ◽  
Vol 22 (2) ◽  
pp. 463-468
Author(s):  
Georgeta Obilişteanu ◽  
Brânduşa-Oana Niculescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Marginalization ◽  
Intellectual Performance ◽  
Complex Issue ◽  
Language Classes ◽  
Differentiated Learning ◽  
Teaching Learning

Abstract One of the tendencies manifested in the modernization of education is related to the flexibility of instruction aiming to ensure the development of the capacities and aptitudes of each student in accordance with his/her own possibilities and interests. The means of acquiring knowledge and of constantly and creatively applying it into practice should be made available to the students through the teaching-learning-evaluating process. Differentiated instruction can be identified neither with the strategies used, nor with a certain pattern of teaching. It goes beyond that, being a view of teaching and learning that starts from taking into consideration the students’ interests, needs and styles of learning. Teachers have to adapt the whole educational process to the diversity of individuals, avoiding social marginalization or exclusion. The pedagogy and psychology of education is confronted with the complex issue of differentiating and individualizing instruction, which is the indispensable assumption in ensuring each student’s success in achieving the highest possible intellectual performance. The teacher’s important role is that of designing tasks that correspond to the level of proficiency of the group of students he/she is working with.

scholarly journals ERRORES GRAMATICALES EN LA EXPRESIÓN ESCRITA DE LOS GRIEGOS APRENDICES DE ELE: ANÁLISIS EN EL NIVEL B1

2019 ◽  
pp. 239
Author(s):  
Eirini Rammou
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Spanish Language ◽  
Foreign Languages ◽  
Written Expression ◽  
Grammatical Errors ◽  
The Common ◽  
Teaching Learning ◽  
Source Of Information

En este estudio hemos seguido el modelo de Análisis de Errores que constituye una fuente de información importante en el ámbito de la enseñanza-aprendizaje de lenguas extranjeras. El objetivo de este estudio ha sido investigar los errores gramaticales que cometen con más frecuencia los aprendices griegos de español como lengua extranjera en la expresión escrita del nivel B1. Durante el proceso de aprendizaje los alumnos formulan hipótesis mediante la utilización de estrategias y mecanismos psicolingüísticos y por ello nuestro estudio ha profundizado además en la descripción de estas estrategias con el fin de detectar las causas que originan los errores. La clasificación de los errores se ha basado en el criterio lingüístico, descriptivo y etiológico. Los datos obtenidos provienen de producciones escritas reales de los aprendices griegos. Para el análisis hemos aplicado una investigación cuantitativa. En los resultados se proporcionan porcentajes de los errores frecuentes que hemos localizado. Tanto los resultados obtenidos de nuestro análisis e investigación como las conclusiones a las que hemos llegado resultan relevantes para la prevención de errores gramaticales y la optimización de la enseñanza del español a griegos.ABSTRACTIn this study we have followed the model of Error Analysis that constitutes an important source of information in the field of teaching-learning foreign languages. The aim of this study has been to investigate the grammatical errors most frequently made by Greek learners of Spanish as a foreign language (SFL) in the written expression of the B1 level of the Common European Framework of Reference for Languages (CEFR). During the learning process, students formulate hypotheses through the use of strategies and psycholinguistic mechanisms, which is why our study also goes deeper into the description of these strategies in order to detect the causes that originate the errors. The classification of errors is based on linguistic, descriptive and etiological criteria. The data obtained come from real written productions of the Greek students. For the analysis we have applied a quantitative research. Percentages of the frequent errors we have located are given in the results. The results obtained from our analysis and research and also the conclusions we have reached are relevant for the prevention of grammatical errors and the optimization of teaching Spanish language to Greek learners.

scholarly journals impact of adopting of assessment for learning and adaptive learning system on students’ foreign language performance

2021 ◽  
Vol 7 (1) ◽  
pp. 221-228
Author(s):  
Alhassan Tijani Forgor
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Course Content ◽  
Assessment Feedback ◽  
Teaching Learning ◽  
Effective Teaching And Learning ◽  
Frequent Assessment

Globalisation has made the learning of foreign language very important, however, to provide effective teaching and learning of foreign languages to achieve better performance (anticipated targets) is necessary to understand the factors influencing teaching, learning, and attainment of learning targets of students. Based on factors such as knowing of course content, knowing of assessment schedule, frequent assessment, feedback after assessment, the adoption of adaptive learning system, and individualized learning environment the paper examines their impact on effective teaching and learning as well as better performance of learners at RUDN University. Using sum of squares regression model, it was found that knowing of course content and frequent assessment positively influence effective teaching and learning, while frequent assessment, feedback after assessment, and an individualised learning environment promote better performance of students by helping attain anticipated targets during their foreign language course. This is instructive to stakeholders to take the necessary steps required to help enhance teaching, learning and performance of learners.        

scholarly journals WAYS OF FORMATION OF STATEMENTS IN A FOREIGN LANGUAGE// International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021. P. 21-24.

2021 ◽  
Author(s):  
Ulzhamilya Bibatyrovna Serikbayeva ◽  
Zhanna Borisovna Erzhanova
Keyword(s):  
Foreign Language ◽  
Structural Model ◽  
Communicative Competence ◽  
Language Education ◽  
Chief Editor ◽  
Foreign Language Education ◽  
Educational Process ◽  
Teachers And Students ◽  
Common Goals ◽  
Methodological Principles

The purpose of the article is to offer a solution to the problem of development of communicative competence of students of non – linguistic faculties. The importance of establishing common goals and objectives by both sides of the educational process is shown. The problems faced by teachers and students in teaching a foreign language due to the lack of understanding of the structure of the studied language by students, their inability to develop an algorithm for the formation of foreign language statements. The importance of developing students ‘ strategic thinking in learning a foreign language is demonstrated. The General methodological principles underlying the tasks and exercises on the formation of the functional structural model of the studied language in the minds of students are formulated. The assessment of the state of foreign language education at the present stage is given. The necessity of changes in the guidelines for teaching students of creative specialties to obtain the expected results is proved. The main scientific result is the authors ‘ proposal on the formation of communicative competence through the development of existential and strategic competencies, as well as the development of an algorithm for the assimilation of knowledge about the structure of the studied language and their application in speech activity.

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