scholarly journals WORKING WITH LEXICAL MATERIAL WHEN TRAINING FOREIGN MEDICINE STUDENTS IN THE SYSTEM OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.E PETROVA ◽  
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Professional Training ◽  
Word Formation ◽  
Point Of View ◽  
Effective Work ◽  
Control Stage ◽  
Training Stage ◽  
Text Reading ◽  
Meaning Analysis

The article provides a methodological description of the system of working with lexical material intended for the professional training of medical students on the topic "Liver and biliary tract". Lexical tasks are presented in the form of a step-by-step structure, which includes exercises of varying complexity, aimed at the formation of knowledge, abilities and skills. The stages of mastering the lexical material include the following: introductory, training, applied, control. At the familiarization stage, students perform exercises that involve reading, practicing pronunciation and stress, memorizing, identification during listening. At the training stage, exercises are given to determine the meaning, analysis of word formation. At the training stage, students comprehend lexemes from the point of view of functional and semantic meaning in phrases and sentences, their communicative significance. At the control stage, students are offered tasks that summarize the knowledge acquired in the course of lexical work. In general, all tasks are based on the vocabulary of the lesson topic and are associated with various competencies: phonetic (pronunciation and stress), word formation, grammatical (grammatical forms, phrases and sentences), communicative. All assignments provide preparation for effective work with the text: reading and understanding it. In addition, when studying any professional topic, medical students not only study, but also make up “doctor-patient” dialogues, which requires a good knowledge of vocabulary.

scholarly journals Teaching Russian abroad: the concept of additional professional training

2021 ◽  
Vol 121 ◽  
pp. 02007
Author(s):  
Elena Mikhailovna Markova ◽  
Alina Aleksandrovna Pozdnyakova ◽  
Elena Romualdovna Laskareva
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Training Programs ◽  
Educational Institution ◽  
Educational Programs ◽  
Training System ◽  
Russian Language ◽  
Point Of View ◽  
Language Teachers ◽  
Foreign Language Teachers

The importance of a qualitative renewal of the additional professional training system for Russian language teachers of foreign schools gives rise to many problems of both theoretical and organizational nature. The following ones are particularly relevant: 1) the determination of professional deficits of teaching staff; 2) the identification of gaps in the current system of additional professional training for Russian as a foreign language teachers; 3) the correction of the identified professional deficiencies through additional educational programs on various directions and degrees of complexity. The solution to these problems is impossible in the absence of the concept of additional professional training system for Russian as foreign language teachers, formed on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups. Such a concept can be implemented through a system of diagnostic and educational events held remotely in a controlled segment of the Internet (on the platform of a specific educational institution or its autonomous substructure). Since the organization of additional professional training for Russian as foreign language teachers of foreign schools is closely related to the type of educational institution in which the teacher works (national state, national non-state, weekend school, schools under the Russian Orthodox Church, etc.), it is advisable to consider the educational content of advanced training programs from two points of view: 1) from the point of view of the requirements for the training of the contingent of students, 2) from the point of view of the requirements for the personality of the teacher of a particular educational institution. Taking these factors into account is important, since it directly affects the nature of the training content and the technologies used. This study offers the options for modular educational programs for additional training in three fields of activity (subject, organizational, methodological, psychological): 1) the program “Difficult cases of Russian grammar and Russian word usage”, aimed at eliminating gaps in the field of subject competences; 2) the program “Problems of teaching the Russian language in a limited language environment”, aimed at eliminating gaps in the organizational and methodological sphere; 3) the program “Psychological foundations of organizing educational activities in a foreign language”, aimed at eliminating gaps in the field of psychological competencies. Sequential remote implementation of modules included in additional professional training programs will provide access to up-to-date methodological knowledge for a large number of teachers of Russian as a foreign language.

scholarly journals ROLE OF CULTURAL LINGUISTICS IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS

2017 ◽  
pp. 136-145
Author(s):  
Svitlana Povoroznyuk
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Preschool Education ◽  
Point Of View ◽  
Intercultural Communicative Competence ◽  
Linguistic Methodology ◽  
Cultural Linguistics

From the point of view of modern linguistic methodology, theoretical and practical value of cultural linguistics as a science that investigates culturally marked language units for the process of professional training of future specialists of preschool education has been analyzed. Cultural linguistic teaching becomes of particular importance in the process of professional training of students majoring in “Preschool education” (specialization: foreign language), because they face the challenge to master the skills of intercultural communication, and thus acquire intercultural communicative competence.

scholarly journals Professional Training of a Foreign Language Teacher for Pre-School and Primary Education: Axiological Dimension

2019 ◽  
pp. 63-68
Author(s):  
Z.N. Nikitenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Value Orientations ◽  
Point Of View ◽  
Language Teachers ◽  
School Age Children ◽  
Language Teacher ◽  
Foreign Language Acquisition ◽  
Primary School Age

The article provides an analysis of many years of theoretical and practical research in the field of foreign language teachers’ professional training. Special attention is drawn to the importance of not only the foreign language teacher methodological training but also to his value orientations that are necessary in the professional sphere. The issue of the axiological component of education is covered up from the point of view of primary foreign language education goals which should be reflected not only in the foreign language acquisition process by preschool and primary school age children but also in the qualitative training of teachers who are able to form a child’s moral values, personal qualities and ability to communicate in a foreign language as a phenomenon of culture and as a knowledge tool of his surroundings.

scholarly journals ROLE OF THE EXTRACURRICULAR WORK IN THE PROFESSIONAL TRAINING PROCESS OF FUTURE LINGUIST

2021 ◽  
pp. 148-157
Author(s):  
Наталья Александровна Ляшенко ◽  
Жанна Викторовна Марфина
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Institution ◽  
Practical Experience ◽  
Point Of View ◽  
Project Work ◽  
Professional Activity ◽  
Educational Work

Рассматриваются основные цели и задачи внеаудиторных мероприятий, особенности их проведения, требования к ним, а также роль внеаудиторной работы в процессе подготовки будущего лингвиста. Систематизирован теоретический и практический опыт внеаудиторной работы в современном учебном заведении, приводятся примеры авторских разработок внеаудиторных мероприятий, проектной работы студентов. Приводится анализ внеаудиторной воспитательной работы по иностранному языку с точки зрения совместного творчества преподавателя и студентов. Определяется сфера профессиональной деятельности будущего лингвиста. Отмечается важность внеаудиторной работы в повышении уровня культуры студентов и повышении мотивации студентов к изучению иностранного языка. Предлагается совершенствовать уже известные формы внеаудиторной работы для повышения эффективности и мотивации изучения иностранного языка студентами. The main goals and objectives of extracurricular activities, the features of their implementation, requirements for them, as well as the role of extracurricular work in the process of preparing a future linguist are considered. The theoretical and practical experience of extracurricular work in a modern educational institution is systematized; an examples of author's developments of extracurricular activities and students’ project work are given. The analysis of extracurricular educational work in a foreign language from the point of view of joint creativity of the teacher and students is given. The sphere of professional activity of the future linguist is determined. The importance of extracurricular work in raising the level of students' culture and in increasing the motivation of students to learn a foreign language is noted. It is proposed to improve the already known forms of extracurricular work to increase the efficiency and motivation of students learning a foreign language.

Organization of Independent Work of Students of a Medical University in the Process of Forming Professional Foreign Language Communicative Competence

2021 ◽  
pp. 76-84
Author(s):  
I. Krutova ◽  
L. Careva ◽  
I. Balova
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Professional Training ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Project Method ◽  
Effective Organization ◽  
Medical University ◽  
Independent Work

This article is devoted to the issues of effective organization of medical students’ independent work in the process of development of a professional foreign language communicative competence, which is a complex and multifold pedagogical task. The authors consider the independent extracurricular work of medical students as an integral part of the process of development of a professional foreign language communicative competence. Particular attention is paid to the importance of independent work in the professional training of a future specialist in the field of medicine. When considering the principles of organizing independent extracurricular work of students while teaching the disciplines "Foreign language" and "Foreign language in professional communication of a physician / pediatrician / dentist", the authors were guided by personality-oriented, professionally oriented and competence-based approaches. The types, forms, content of students’ independent work are described in detail, the examples of the organization of students’ independent work in the process of development of a professional foreign language communicative competence while using such pedagogical technologies as the project method and the scenario method are given in the paper. The authors base this research on the personal experience of teaching a foreign language at the department of foreign languages with a course of Russian language at Ryazan state medical university named after academician I.P. Pavlov.

scholarly journals MEDICAL STUDENTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE AS A COMPONENT OF PROFESSIONAL TRAINING

2020 ◽  
pp. 65-70
Author(s):  
M. Ya. Kichula ◽  
Jolanta Shemprukh
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Professional Training ◽  
Interpersonal Relations ◽  
Communicative Competence ◽  
Cognitive Activity ◽  
Medical Professional ◽  
Value Orientations ◽  
Theory And Practice ◽  
Medical University

The relevance of the topic is due to the entry of the world community into the era of information civilization, acceleration and intensification of information processes, improvement of communication means, which entails the need to overcome communication barriers, which are foreign languages. The current stage of society development requires medical specialists to speak a foreign language as a means of communication to solve professional and social problems, and to successfully cooperate internationally. The theory and practice of modern education require the development of employees’ communication skills. In order to effectively interact in science and practice, in the field of interpersonal relations, a medical specialist needs to have communicative qualities that represent an integrative connection of value orientations, moral positions and aspirations, knowledge, skills, and professional medical ethics. Mastering a foreign language requires a certain orientation of the student’s personality at a medical university and the formation of cognitive activity. The value orientations act as an energizer of this orientation of the medical students. The formation of value orientations for learning a foreign language is necessary from the first day of training at a medical university. In contrast to speech activity, communication activity involves not only the ability to express thoughts in a foreign language, but also a certain communicative behavior of the doctor. The communicative orientation of training should be an interactive learning goal that focuses on achieving foreign-language medical professional communicative competence in the unity of all communication functions: cognitive, regulatory, value-oriented, label, pragmatic. The aim and tasks of the research are a need to clarify the essence of communication, the ratio of communication and types of communication, determining the location of foreign speech as a means of medical communication.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

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