Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university

2020 ◽  
pp. 107-118
Author(s):  
Yuliya V. Tokmakova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Component Composition ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Federal State ◽  
State Education ◽  
Education Standard

In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expansion of the use of a foreign language as a means of communication has contributed to the designation of the professional foreign language communicative competency development as one of the main goals of professional foreign language teaching in an agrarian university. At the same time, scientists have not come to a consensus on the structure and component composition of professional foreign-language communicative competency. We consider the history of the issue on the example of progremme “Technology of production and processing of agricultural products”, the structure and component composition of the professional foreign language communicative competency of agrarian university student are proposed. Structurally, the professional foreign-language communicative competency of students includes two components: a foreign language communicative and professional. A foreign language communicative consists of five subcompetencies: linguistic, speech, sociocultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific sphere of professional activity and professional activities of specialists in a specific programme. This component will largely determine the content of teaching components of a foreign language communicative competence, adding professionally oriented subject content to the learning process, reflecting the features of specialists in the sphere of agricultural production and processing technology. In addition, as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The work describes in detail the content of these components.

The Communicative Approach to the Intercultural Competence Development of University Students In the Process of Foreign Language Teaching

2018 ◽  
pp. 84-88 ◽  
Author(s):  
А. Илюшина ◽  
A. Ilyushina
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Effective Form ◽  
Structural Peculiarities ◽  
Communicative Approach ◽  
Main Ideas

The article deals with the main ideas of the communicative approach as methodological background to the development of intercultural competence of nonlinguistic students in foreign language teaching. The author underlines the advantages of wide use of communicative and discussion teaching technologies in modern higher education, describes the structural peculiarities and stages of their realization. It is concluded that discussion appears to be an effective form of intercultural competence development in terms of the communicative approach.

PROBLEM-BASED SITUATIONS USE IN THE PROCESS OF FOREIGN LANGUAGE TEACHING AT LAW HIGHER EDUCATION ESTABLISHMENTS

2018 ◽  
pp. 18-22
Author(s):  
Galina Grigor’evna Korsakova ◽  
◽  
Natal’ya Vyacheslavovna Zinevich ◽  
Zhanna Petrovna Popadina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching

scholarly journals Digital educational environment as a factor of foreign language competences development

2021 ◽  
Vol 49 (1) ◽  
pp. 232-248
Author(s):  
Marina V. Rybakova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Learning ◽  
Teaching Practice ◽  
Language Teaching ◽  
Digital Technologies ◽  
Teaching Experiment ◽  
Foreign Language Teaching ◽  
Educational Resources ◽  
Foreign Languages

The modern era of digital economy lays new claims to the system of education and professional learning. Digitation of higher education reveals new prospects for using digital resources to ensure accessibility, continuity and quality of education. The purpose of our investigation is to assess the effectiveness of the use of digital educational resources by students studying foreign languages. Principal methods of our research are as follows: bibliographic method of studying regulatory documents and scientific and methodological literature; the analysis of foreign language competences, mastering of which is the aim of foreign language teaching in a University; the study and generalization of working experience using digital technologies in foreign language teaching; experiment involving 24 students from MIREA – Russian Technological University. As a result of the study frequency of thematic terms and notions use in scientific-teaching literature and Internet search requests was defined; the analysis of modern digital educational technologies forming students’ foreign language competences was made; foreign language competences analyzed in the experiment were described; an experiment involving the comparison of application efficiency in using traditional and digital techniques for forming foreign language competences was carried out. The experiment showed the following: absence of statistically important differences in the level of formed foreign language competences in control and experimental groups at the beginning of the experiment as t = -0.99, p = 0.43. At the end of the experiment p < 0,05: t = -5.19, p = 0,000014. It testifies that the compared groups significantly differ that proves the effect of web-quest technique in teaching foreign languages. Digital educational resources contribute to mastering a foreign language as a means of professional communication and increase the motivation of students to study this subject. Prospects for further research can be related to the development of new forms and methods of applying innovative digital technologies with the aim to put them into foreign language teaching practice at the higher education level.

Mobile Learning As a Way of Forming Foreign Language Lexical Competence of Students of Non-Linguistic Specialties

2020 ◽  
Vol 9 (4) ◽  
pp. 20-25
Author(s):  
U. Ovezova ◽  
M.-N.L. Vagner
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Teaching Tools ◽  
Professional Activities ◽  
Language Classes ◽  
Lexical Competence

The aim of the research is to analyze the possibilities of mobile learning in the formation of foreign language lexical competence of students of non-linguistic specialties. Research objectives: to explore the possibilities of mobile learning in the formation of foreign language communicative competence of students of higher education institutions in general and lexical competence in particular; to determine the theoretical and methodological conditions for the formation of foreign language lexical competence of students using mobile devices; to carry out an experimental test of the effectiveness of the use of mobile applications in foreign language classes; provide recommendations on the creation of mobile applications focused on the specifics of the future professional activities of students. The research results can be used in practice when creating mobile foreign language teaching tools for students of non-linguistic specialties.

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