scholarly journals НАВЧАННЯ ЧИТАННЯ НАУКОВО-ПОПУЛЯРНИХ ТЕКСТІВ НА ПРАКТИЧНИХ ЗАНЯТТЯХ З УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ (ВИСОКИЙ РІВЕНЬ)

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 7-10
Author(s):  
Svitlana Derba
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Foreign Student ◽  
Specific Data ◽  
Educational Abstract ◽  
Complex Process ◽  
Actual Material ◽  
High Level ◽  
Meaningful Connections

The article studies and analyzes the principles of optimization of the learning process of Ukrainian language by foreign students. At the present stage, an important problem for methodologists and teachers of Ukrainian as a foreign language is the improvement and use of certain methods and techniques. Yes, reading as a language activity is extremely important because it helps to develop the speaking and writing of foreign students. The purpose of reading is to uncover meaningful connections, to understand the visual message. It is worth noting that learning to read is a complex process. It is extremely important in the system of teaching Ukrainian as a foreign language, as it contributes to mastering the language, as well as a way to familiarize students with Ukraine and its culture. There are the following types of reading: review, introductory, educational, abstract (some methodologists). At a high level, foreign language proficiency in foreign students should be equal to their native language reading mechanism. But when choosing text, the teacher should be clearly aware of its volume, logical and compositional structure, the complexity of the language material. It is from the text that a foreign student receives information that shapes his or her outlook, enriches country-specific data about Ukraine. We considered the thematic filling of texts for level C1, as well as the system of tasks that is necessary for students to master the actual material.

scholarly journals Difficulties faced by a foreign student during their first year of study at a Russian university in the Russian language

2020 ◽  
pp. 205-211
Author(s):  
Alla A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Student ◽  
Russian Language ◽  
First Year ◽  
First Year Students ◽  
The Real ◽  
Level Of Knowledge ◽  
The Russian Language ◽  
Lack Of Knowledge

The article deals with the issue of the language adaptation of foreign students who have left the preparatory faculty and begun their studies in Russian in the first year of the main faculty of the Russian University. The main problem is the lack of knowledge of Russian by foreign students to understand and take notes at lectures, to actively participate in seminars. The article identifies and discusses the main difficulties faced by foreigners while studying in Russia and the reasons of their appearance, analyzes the conditions of training of foreign students at the preparatory faculty and the real results of this training, the main of which is the discrepancy between what foreign students know and are capable of and what they need to know and be able to, becoming the first-year students of a Russian University. Most first-year foreign students find it difficult to study at the same level with Russian students, so they need the support and understanding of not only teachers of Russian as a foreign language, but also teachers of other subjects. It is noted that teachers who don’t specialize in teaching Russian as a foreign language can’t and don’t want to adequately assess the level of knowledge of a foreign student and help them if needed. The article proposes a possible solution to this problem.

scholarly journals PREPARATION TECHNIQUE FOR WRITING ESSAYS AT INTERNATIONAL EXAMS IN ENGLISH

2020 ◽  
Vol 224 ◽  
pp. 72-79
Author(s):  
E.V. Bessonova ◽  
◽  
I.K. Kirillova ◽  
YU.A. Tarabarina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Main Idea ◽  
Point Of View ◽  
Task Orientation ◽  
Preparation Technique ◽  
Essay Writing ◽  
High Level ◽  
International English

Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements.

scholarly journals Creating Motivational Language Learning Experiences during the “Critical Period”

2019 ◽  
Vol 11 (3) ◽  
pp. 26
Author(s):  
Junqing Jia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Critical Period ◽  
Domain Knowledge ◽  
Advanced Level ◽  
Domain Specific ◽  
Language Learning Motivation ◽  
Domain Expertise ◽  
High Level

Few studies have touched upon language learning motivation of advanced-level learners of Chinese, even fewer have proposed a pedagogical framework to understand and create motivational pathways. This paper aims to fill the gap by addressing a critical period of foreign language training where students are transforming from learning the foreign language to learning domain knowledge in the foreign language. Having drawn upon Confucian concepts and contextualized curricular examples, this paper proposes a framework suggesting that learners at this stage experience a less discussed psychological complexity due to their high level of language proficiency and lack of multilingual domain capacities. They are also gradually transforming into autonomous language users who expand their social milieu through demonstrating domain expertise. As such, the pedagogical implications place an emphasis on helping advanced-level Chinese learners to establish domain-specific vision and linguistic capability so that they can perform in multicultural contexts. In particular, motivational pathways during this stage should be constructed to encourage learners to constantly reflect on their recent past self and establish visions of the future one.

scholarly journals TRANSLATED TERMINOLOGICAL E-DIKTIONARIES AS AN URGENT REQUIREMENT OF THE PRESENT IN THE PROCESS OF LANGUAGE STUDENTS OF HEI

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 233-236
Author(s):  
Olena Kolhan ◽  
Tetiana Kolgan ◽  
Ruslana Padalka
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
21St Century ◽  
Communicative Competence ◽  
Mining Industry ◽  
Educational Process ◽  
Professional Activity ◽  
Original Material ◽  
Language Communication ◽  
High Level

The article reveals the problems that appear in linguistics of the 21st century, in particular, in terminology in direction of forming foreign language competent specialists. The works focus on the issue of the modern state of Ukrainian terminology in the mining industry. In the study, it is analysed the original material, it is monitored the present thesauruses of the mining industry of different types as well as translated ones. The authors present in brief the short description of the basic achievement of Ukrainian terminography in the mining industry starting with the middle of the 19th century till the present.The scientists have clearly stated the dependence of the development of terminography in the field of Ukrainian mining on the lingual and extra-lingual factors. Particular attention is paid to the problem of the absence of mining dictionaries (both monolingual and multilingual) in modern linguistics, which undoubtedly negatively affects the process of formation of foreign language communicative competence of the specialists of the future mining industry. The relevance of the article isdue to the urgent need to provide students of institutions of higher education with new innovative technologies for the formation of foreign language communicative competence and the search for modern approaches during the educational process in the educational institutions of both mining and humanities profiles. After all, the 21st century requires specialists in any field of human activities (as well as the mining one) to expand opportunities for intercultural communication, to deepen their knowledge of achievements in a particular field (including the mining one) by means of language communication, etc. All this becomes possible only under the condition of the formation of the number of competences, in particular, communicative. Creating and developing the e-dictionarywill enable free communication between representatives of different countries for the purpose of taking on the experience gained during the professional activity, as well as in the field of the mining industry, and will be worth representing the achievements of the domestic industry at the world stage. The high level of foreign language proficiency of graduates of Ukrainian universities will contribute to affirming the positive educational and scientific image of our country.

scholarly journals The role of education informatization in improving the efficiency of the educational process

2021 ◽  
Author(s):  
Iryna Skril ◽  
Nataliia Vasylyshyna ◽  
Tetiana Skyrda ◽  
Olena Moroz ◽  
Tatiana Voropayeva
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Language Proficiency ◽  
Information Exchange ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Foreign Language Proficiency ◽  
The Future ◽  
High Level

The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.

scholarly journals Transformation Text as a Tool for Forming a Language Guess while Teaching Russian as a Foreign Language

2020 ◽  
pp. 142-148
Author(s):  
I. I. Yazykov
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Language Variation ◽  
Source Text ◽  
Distinctive Features ◽  
Proficiency Levels ◽  
Variation Patterns ◽  
Substitution Models

The aim of the study is to analyse the didactic possibilities of the source text on the basis of exercises aimed at its modification (transformation). The article pays attention to substitution and transformation exercises for students-inophones (language proficiency levels on the scale TORFL-1, TORFL-2). Exercises with substitution models (language variation patterns) are described as tools for creating modified (transformational) text, in which students-inophones, while working with source texts, can produce statements in the process of synthesis of supporting text elements into a whole and coherent text (statement by analogy). Examples of substitution and transformation exercises for foreign students are given. Distinctive features of the texts promoting formation of a language guess in lessons of Russian as a foreign language are noted. The results of the research allow to draw a conclusion about the possibility to form a language guess at students-inophones on the basis of transformation of the source text.

scholarly journals AKDENIZ UNIVERSITY GERMAN LANGUAGE AND LITERATURE STUDENTS' VIEW ABOUT YDS

2021 ◽  
Vol 10 (78) ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Academic Career ◽  
Placement Test ◽  
German Language ◽  
Great Effort ◽  
Difficult Situation ◽  
Language And Literature ◽  
Foreign Language Proficiency ◽  
High Level

Finding a good job, making an academic career and advancing in a profession requires a high level of foreign language proficiency whose evidence is provided through proficiency exams. In Turkey’s case, proficiency exams in various languages are designed, administered and graded under the name of foreign language proficiency exam (YDS) by the Measuring, Selection and Placement Center (ÖSYM). It's one of the important exam which is broadly accepted in relation to the business life, academic carier and for language proficiency. For graduates of German Language and Literature departments, this exam is also highly crucial and can only be passed with great effort and hard work. This study aims to evaluate the graduates who failed in this exam, and who became successful in such a difficult situation. To this end, opinions and suggestions of 40 participants, who are graduates of Akdeniz University German Language and Litarature, about YDS were taken with the questionnaire and the complications encountered along passing the exam were tried to be determined in many aspects, the reason for failiure and thing to be done for success were investigated. Data were analyzed through employing the frequency analysis, means scores, the correlation analysis, Cramer’s V and discourse analysis. Results were presented and discussed in the findings section. In the last section, implications and suggestions for success in short time and easily in YDS were presented. Findings presented contain useful information in revising the curriculums and their contents. In addition, the study will ease and shed light on preparation process of German Language and Literature, German Teaching and German Translation and Interpretation students for YDS. Keywords: Foreign language level / placement test, student views, success, failure

scholarly journals Development of CALP through ICT and Lexical Approach in Second Generation Foreign Students

2017 ◽  
Vol 5 (1) ◽  
pp. 112
Author(s):  
Elena Firpo
Keyword(s):  
Second Language Acquisition ◽  
Information And Communication Technologies ◽  
Language Proficiency ◽  
Foreign Students ◽  
Second Generation ◽  
Foreign Student ◽  
Academic Proficiency ◽  
The Public ◽  
Public Middle School ◽  
Lexical Approach

The public Italian School is a multicultural school: 51% of foreign students were born in Italy or arrived before starting primary school and their academic performance is lower than average, as verified by the Ministry of Education (MIUR 2015) and confirmed by a research group of Genoa University that assessed pupils’ prior knowledge in an elementary school. Consequently two research questions have been formulated:;1. A second generation foreign student has the same CALP (Cognitive Academic Language Proficiency, Cummins 1979) as an Italian student? 2. Can the development of CALP both in Italian and Spanish give significant results? If so, which ones? The project LI.LO (acronym of Lingua Italiana, Lingua di Origine) aims to study relations between heritage language and second language acquisition in CALP. It also has the purpose to build bilingualism programs in the public middle school by using ICT (Information and Communication Technologies) in order to improve academic proficiency and study skills in both languages. This paper wants to show the two basic phases of the project: in the first phase the researchers collected data about students’ linguistic prior knowledges and skills, showing a better competence in the section of the pre-test related to the lexicon. The analysis of the first phase was used to consider aims and guidelines for the bilingual course LI.LO. The method has been the Lexical Approach (Lewis, 1993, 1997) . Secondly the researchers opened the course on a platform CLAT/Clire, in which they put materials in both languages. ICT were used in many activities. In the contribute it will be shown analysis, results and further perspectives of the project.

scholarly journals Directions for Using Historical and Pedagogical Experience to Improve Language Learning in a Post-Pandemic Society

2021 ◽  
Vol 12 (4) ◽  
pp. 316-327
Author(s):  
Nataliya Mukan ◽  
Marianna Havryliuk ◽  
Mariana Levko ◽  
Nadiia Kobryn ◽  
Mariia Zapotichna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Professional Competence ◽  
Economic Value ◽  
Foreign Languages ◽  
Lecture Material ◽  
New Information ◽  
International Environment ◽  
High Level

In the present times of globalization, the issues of a high level of proficiency in foreign languages are especially relevant in the context of the significant need for specialists capable of working in an international environment. Foreign language proficiency is a significant condition for establishing and maintaining international business contacts, intensifying professional interaction with foreign colleagues. According to the Bologna Convention, knowledge of foreign languages is an important component of today's mobility of students, teachers and scientists in the context of access to education, innovative research and teaching opportunities in the postmodern European space. All these factors justify the economic value of a knowledge of foreign languages and become one of the key components of the professional competence of future specialists in the postmodern space. Competitiveness of specialists is directly dependent on on the ability to process professional foreign literature, as well as on the usefulness of the ability to listen to lecture material and reports in a foreign language during conferences, round tables and seminars; from the ability to take part in an idiosyncratic conversation on professional and business topics; as well as the ability to search for new information on the Internet or in theoretical scientific sources of the world level; from the ability to prepare and conduct a presentation on a selected topic in postmodern society.

scholarly journals Assessing Willingness to Communicate in the Multilingual Environment

2020 ◽  
Author(s):  
Maria Guzikova ◽  
Margarita Gudova ◽  
Olga Kocheva
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communication Apprehension ◽  
Professional Community ◽  
Willingness To Communicate ◽  
Foreign Languages ◽  
Regional University ◽  
Language Environment ◽  
High Level ◽  
The University

The paper describes the results of an empirical study supported by the McCroskey’s Willingness to Communicate Scale and the findings of the self-assessed communication apprehension survey. The research was carried out in the context of the Russian regional university under internationalization. The respondents included two groups of Russian students and one group of foreign students (52 people in total). The answers given by the students enabled assessment of the level of anxiety they could experience in the proposed communication contexts: public speaking; communication in a small group; speech at a meeting; and interpersonal talk. Supposedly, a high level of readiness for communication in a foreign language would indicate the person’s psychological security and lack of discomfort when networking. In addition, the research aimed to find a correlation between the number of foreign languages and the duration of their study, and the individual’s desire to engage in verbal communication with strangers. According to the results of the communication apprehension test, all the students showed an average index of communication anxiety, and this moderate level can complicate their future introduction into a diverse professional community. Also, this study revealed that the number of languages and the willingness to communicate do not correlate. However, the number of years students learn languages is directly linked with their willingness to communicate. It is suggested that the quasi-communicative format of teaching foreign languages in the classrooms contrasts sharply with the emerging dynamic multicultural space of the university. Keywords: willingness to communicate, communication apprehension, foreign language environment

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