scholarly journals USE OF GOOGLE CLASSROOM SERVICE IN FORMATION OF FUTURE ENGLISG TEACHERS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 237-239
Author(s):  
Halyna Lysak
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Educational Process ◽  
Language Teachers ◽  
Linguistic Knowledge ◽  
Time Saving ◽  
Media Technologies ◽  
Basic Approaches ◽  
Definition Of ◽  
Cloud Technologies

The article features the formation of foreign language communicative competence using Google Classroom service. The basic approaches to the definition of the concept of foreign language communicative competence have been analyzed. In order to optimize the process of formation of foreign language communicative competence of future foreign language teachers, it is necessary to introduce certain innovative forms and methods of teaching to provide students with a complex of linguistic knowledge and skills. Modern media technologies, in particular cloud technologies, are significantly used for realization of this task. The main peculiarities of cloud technologies using in the educational process have been considered. The author points out Google as the most common cloud-based service system used in the educational process in Ukrainian higher educational institutions. The advantages of using the Google Classroom platform (simplicity, time-saving, convenience, accessibility and security) in the process of learning a foreign language have been described. The great attention is given to the possibilities of using this service in the process of foreign language communicative competence formation. It is stated that the use of Google services in the educational process not only promotes the formation of foreign language communicative competence, but also significantly improves and diversifies the teacher’ teaching methods and activates the students’ creativity.

scholarly journals A model of forming polylingual speech culture and communicative competence as a condition for teachers’ training

2021 ◽  
Vol 14 (33) ◽  
pp. e15616
Author(s):  
Sandugash Kairkhanovna Moldabekova ◽  
Aigul Zhumageldinovna Sakhariyeva ◽  
Kulzhanat Nurymzhanovna Bulatbayeva ◽  
Dlimbetova Gaini Karekeevna ◽  
Zhukenova Alma Karisovna
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Communicative Competence ◽  
Educational Material ◽  
Educational Process ◽  
Future Teachers ◽  
The Future ◽  
Definition Of ◽  
Teachers Training

The article addresses the issue of development of Kazakh, Russian and English languages in Kazakhstan. For this purpose, the authors give a definition of the types of bilingualism and polylingualism. The paper focuses on the significance of modeling of the educational process, the use of effective methods and technologies, gradual formation of foreign language speech culture and communicative competence. The model of multilingual teachers’ training is presented as a combination of motivational-value, content and technological components. In accordance with this, experimental work was conducted in three Kazakh universities. The result of the experiment is a polylingual speech culture and communicative competence of the future teachers within the selected scope of educational material. Another achievement in the experiment is the professional readiness of undergraduates to develop an integrated educational process for the formation of foreign language communicative competence, an ability to apply the concepts of the learning in educational process and justify them in a discussion. In the course of the study, the authors came to a conclusion that future teachers should have an integrated competence: knowledge of a foreign language and linguodidactic skills to plan classes in a foreign language.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

scholarly journals THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES

2021 ◽  
Vol 1 (192) ◽  
pp. 77-80
Author(s):  
Tetiana Kapitan ◽  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Learning Task ◽  
Educational Process ◽  
Foreign Languages ◽  
Linguistic Knowledge ◽  
Specific Situation ◽  
Lack Of Information ◽  
Grammar Rules ◽  
Speaking Skills

Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.

scholarly journals INTEGRATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING ELEMENTS IN THE EDUCATION OF NONLINGUISTIC SPECIALTY STUDENTS BY MEANS OF INFORMATION TECHNOLOGIES

2021 ◽  
Vol 1 ◽  
pp. 316-326
Author(s):  
Anna Kotova ◽  
Victorya Serdyuk ◽  
Iryna Avdieienko ◽  
Olena Lenska ◽  
Orina Ivaniga
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Teaching Method ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Educational Approach ◽  
It Implementation ◽  
Teachers And Students ◽  
Definition Of

The article deals with the problem of CLIL elements integration when teaching students of non-linguistic specialities. Main approaches to the definition of this teaching method are given. It is found that different authors consider CLIL as an educational approach, special education techniques, flexible curricular etc., the main purpose of CLIL methodology is to create the link between the study of the foreign language and the content of the students’ major discipline. The necessity of the IT implementation into the educational process has been substantiated (it allows to reduce the unproductive costs of the teacher's labour, gives students wide scope to a freely choose their own trajectory, increases the efficiency and objectivity of monitoring and evaluating learning outcomes, promotes individualization of educational activities, etc.).We have to use IT technologies as they help improve and diversify students’ work. Precisely, when working with students we often use Moodle platform as it provides unlimited opportunities for both students and teachers. It is found that Moodle platform allows developing reading, listening, writing, and grammar skills. Some examples of how to work using Moodle platform is given in the article. It is shown that such parts of Moodle platform as Chat and Forum are of great interest for both foreign language teachers and students. For those students who officially work or are ill, the Assignment module is of particular interest.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

scholarly journals Building academics’ foreign-language communicative competence in scientific areas

2020 ◽  
Vol 2 (3) ◽  
pp. 100-117
Author(s):  
N. V. Bykhtina
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Educational Process ◽  
Theoretical Research ◽  
Research Teams ◽  
Professional Orientation ◽  
Scientific Terminology ◽  
Research Activities ◽  
Scientific Papers ◽  
Pedagogical Research

The paper raises the problem of building the communicative competence of academics. Analysis of the theoretical material of the research helps further investigate the process of learning a foreign language by postgraduates within departmental educational milieu and define the foreign-language communicative competence of a research academician. In accordance with the logic of the presented research, the author uses a complex of complementary methods. They are theoretical research (systematic and theoretical analysis, studying the references in Pedagogy and Methodology of teaching a foreign language, comparative analysis of the Russian and foreign experience, considers the peculiarities of the content of research academicians training in a foreign language), pedagogical research (discussion, supervision, interview). The author stresses the necessity to improve the substantive component of foreign language training of the researcher, taking into account the professional orientation, the use of professional terminology by those who are engaged in research activities. That makes them capable of doing interpretation, précis-writing and abstracting scientific papers in English, thus building their foreign-language communicative competence. The author concludes that in the educational process it is advisable to use a manual, an interactive dictionary and a thesaurus for the successful organization of the process of building the foreign-language communicative competence of the research academician. The content of the materials mentioned above should be aimed at forming postgraduates’ readiness to participate in Russian and international research teams and use modern scientific terminology in a foreign language in various international scientific and representative conferences.

scholarly journals SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL

2020 ◽  
Vol 66 (2) ◽  
pp. 89-94
Author(s):  
Z.K. Zhanazarova ◽  
◽  
T.A. Kulgildinova ◽  
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Specialized School ◽  
Basic Approaches

The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER

2017 ◽  
Author(s):  
Vladimir Proshkin ◽  
Oksana Glushak ◽  
Nataliia Mazur
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Information And Communications Technologies ◽  
Foreign Language Teachers ◽  
Reading And Writing ◽  
Professional Activities ◽  
Communications Technologies

The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of above-mentioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts.

Features of teaching a foreign language in the digital educational environment of the University

2020 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
Tat'yana Tancura
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Tools ◽  
Language Competence ◽  
Electronic Learning ◽  
High Level ◽  
The Impact

The article examines the impact of the digitalization process on the creation and use of modern electronic tools and technologies for teaching a foreign language in higher education. The article presents the main electronic tools and technologies that are used in the Financial University during the educational process of teaching a foreign language. The author notes the effectiveness of the implementation of the personality-oriented approach, which is provided by individualization and differentiation of training using the Bank of test tasks created by university teachers, and the electronic educational platform Rosetta Stone Advanced. The use of electronic learning tools and digital technologies allows to develop self-organization of the student. Changing the role of the teacher to the role of the manager of educational activities contributes to the formation of the ability to constant self-studying the student throughout his professional and social life. The effectiveness of the electronic learning tools use is proved by the high level of students’ foreign language competence and their assessment of the foreign language teachers’ pedagogical activity with the results of the survey "Students’ view on teachers".

Sign in / Sign up

Export Citation Format

Share Document