scholarly journals STRUCTURING OF THE VARIATIVE LANGUAGE TRAINING CONTENT AT THE UNIVERSITY

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
Y TIMKINA ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
System Approach ◽  
Educational Process ◽  
Language Training ◽  
Educational Standards ◽  
System Integrity ◽  
Training Content ◽  
The University ◽  
Variation Part

The article deals with the issues of structuring the variative foreign language training content. Variative foreign language training consists of a basic mandatory part for all students, which implements the requirements of Federal state educational standards at a minimum level and variation part. The variation part, represented by educational variants, is designed to meet the cognitive needs of students and take into account personal characteristics that affect the acquisition of a foreign language at the University. It is shown that the system approach is the basis for structuring the content. Professionally oriented foreign language training in higher education is considered as part of the higher education system, is subject to general goals, is regulated by the standard, program, and includes the levels of higher education: bachelor's, master's, specialty, and postgraduate. Disciplines related to foreign language acquisition are focused on the formation of foreign language communication skills, and also allow forming flexible skills that are necessary by specialists in different areas of professional activity today and are increasingly in the future. It is noted that the system approach regulates the construction of variative training parts in the aggregate, due to their interaction. The core of the system is the basic and variation variants availability. The framework of the system is the educational standards requirements, the educational program data, which sets the terms of the course development, the number of hours for classroom and self-study work, the form of intermediate and final control. The system integrity is manifested in the presence of horizontal and vertical links between the educational process elements. Horizontal links are located in the relationship between the basic and variation parts at each education level. Vertical links are found between the basic and additional parts of all levels on the basis of content and technology continuity. Continuity is understood as taking into account the individual level of educational achievements and reliance on the studied material. The results led to structure the variative foreign language training content in "Animal husbandry", to identify the basic and variation parts for the growth and development of foreign language skills and orientation training to suit individual needs and students’ characteristics.

scholarly journals THE ISSUE OF EDUCATION AT A HIGHER ESTABLISHMENT AND SIMULTANEOUS LEARNING A FOREIGN LANGUAGE

2021 ◽  
pp. 54-63
Author(s):  
Veronika Dmytruk ◽  
Halyna Shevchyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Information Management ◽  
English Language ◽  
Educational Process ◽  
Foreign Languages ◽  
Language Training ◽  
Management Information ◽  
Factors Influencing

The article is devoted to the psychological and pedagogical substantiation of the expediency of learning foreign languages while studying in the institution of higher education. The authors analyse the current educational process in Ukrainian and identify the most important factors influencing the formation of qualified professionals and establish the role of foreign language in each of these factors. It was found that studying can be extremely intensified due to learning a foreign language. It is established that learning foreign languages increases a person’s ability to develop intellectually. Keywords: pedagogical psychology; institution of higher education; foreign language; English language; training intensification; motivation; information management; information gathering; information processing.

scholarly journals POLYLINGUAL EDUCATION IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

2018 ◽  
pp. 18-28
Author(s):  
Oleksandr Khomenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Training ◽  
Language Of Instruction ◽  
Structural Improvement ◽  
Methodological Principles

Background: Globalization processes directly affect the system of foreign language training in particular in non-linguistic higher education institutions and determine the need for its modernization. Such modernization requires both the theoretical and methodological substantiation of the strategic goal of foreign language training in Ukraine. We formulate this goal as formation of a polycultural professional linguistic personality, primarily, a secondary professional linguistic personality. Formation of the secondary linguistic personality is accompanied by acculturation i.e a person’s involvement in the secondary culture, its norms and traditions. Since acculturation is generally impossible without polylingualism, so raising the question of polylingualism in Ukrainian universities has become well-timed and expedient in the conditions of globalization and integration and determines the relevance of the article. Purpose. The purpose of the article is to substantiate the feasibility of polylingual education in non-linguis­tic higher education institutions and outline the ways of its implementation. Results. The introduction of polylingualism provides freedom of choice since it enables such an organization of the learning process where the use of more than one foreign language for instruction will becomes possible. It will primarily promote the diversification of professionally oriented foreign language training of students that will result in provision of personalized learning, particularly in the field of foreign language training, as well as freedom to choose languages for mastering, and, therefore, a student’s autonomy, which is relevant to the whole system of our higher education. The introduction of polylingualism also prompts the introduction of a pan-European stan­dardized level of foreign language proficiency, providing future language specialists with a foreign-language com­municative competence recognized in a broad European format. The introduction of polylingual education implies the need for effective innovative methods, compulsory teaching of foreign languages by their native speakers, structural improvement of foreign language training, etc. Though polylingualism has become the matter of re­search in some contemporary studies, however the theoretical foundations and technologies of its teaching have not yet been developed in the domestic and foreign pedagogical literature. Discussion. The introduction of polylingualism into the educational process of non-linguistic higher educa­tional institutions is considered as means that will give the students freedom to choose the language of instruction; will facilitate the diversification of professionally oriented foreign language training; will form polylinguistic com­petence, updating the level approach to language learning and requiring further development of theoretical and methodological principles and relevant innovative techniques.

scholarly journals ON THE IMPLEMENTATION OF THE PRINCIPLE OF CONTINUITY IN TEACHING ENGLISH LANGUAGE TO STUDENTS OF NON-LANGUAGE SPECIALTIES

2021 ◽  
Vol 1 (194) ◽  
pp. 65-70
Author(s):  
Zhanna Babyak ◽  
◽  
Iryna Plavutska ◽  
Natalia Rybina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Professional Education ◽  
English Language ◽  
Foreign Language Learning ◽  
Educational Process ◽  
University Education ◽  
Language Training ◽  
The University

The article considers the issues of continuity in foreign language teaching in the process of continuing professional education in the system «school» – «university». The essence of continuity as a didactic principle is clarified and its components have been determined. The task of continuity in the content of teaching a foreign (English) language to students of non-language specialties of universities and the factors that complicate its implementation are outlined. The importance of adhering to this principle for optimizing the educational process at all levels and stages of learning is emphasized. The importance of adhering to the principle of continuity in the transition from school to university education system is emphasized. It is shown that continuity in foreign language learning covers all components of the learning process and is complex. Some technologies for ensuring the continuity of foreign language learning are proposed, which helps to improve the quality of language training for future professionals. The authors state that the concept of continuity is actively used in the national educational space as a designation of one of the prerequisites for optimizing the study of English at the stage of transition from the school stage to the system of higher education. The essence of continuity as a pedagogical principle is that at each higher stage of education in determining the content of education takes into account everything that was learned at earlier stages. It is stated that one of the technologies to ensure the implementation of the principle of continuity directly in the educational process is the use of a leveling course, the possibilities of which to improve the knowledge of freshmen and eliminate the possible gap between the starting level of English and the requirements of the university program were demonstrated.

scholarly journals Contemporary practices of foreign language preparation of future international relations specialists at universities

2021 ◽  
Vol 9 (4) ◽  
pp. 25-34
Author(s):  
Nataliia Vasylyshyna ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Language Training ◽  
Methods Of Learning

The article analyzes the changes taking place in Ukrainian education during the last five years, are compared with the processes taking place in Europe, and an attempt is made to identify the main trends in the development of domestic foreign language education in the near future, allowing us to: predict probable challenges and prepare for overcoming them; focus on the main areas; to formulate new tasks, review the content, and possibly approaches to methodological training foreign language teachers taking into account these trends. Special attention is paid to the training of specialists in the field international relations is due to the fact that the process intercultural communication is significantly complicated problems due to certain differences and differences in perception of the world around us native speakers of different languages and cultures, which often leads to misunderstanding of each other, and in some cases becomes the cause of undesirable situations. The purpose of the article is to analyze the peculiarities of the development of foreign language education in Ukraine, to investigate the tendencies of the influence of the European educational system on the development of foreign language education in our country. The article highlights the results of the study of trends in the development of foreign language education in Ukraine, them influence on the formation of methods of learning foreign languages in higher education, their effective used during foreign language training of future specialists in non-language specialties in modern times stage. Some aspects of the formation and development of foreign language education at different stages of it are analyzed formation in the context of the subject of research and their relevance in modern conditions of preparation for the future specialists in the humanities in higher educational institutions of Ukraine. The main directions are clarified development of trends in foreign language education through analysis of works and research of leading experts in the field. In the frame of the study, it was revealed that the concepts of "bilingualism", "plurilingualism", and "multilingualism" in the system of higher education in Ukraine have become the significant components of foreign language training of future specialists in a particular field. The research concluded that, at the present stage of Ukraine's entry into the European educational space foreign language education is an element of cultural interaction, that promotes the formation of interests in another mentality, increases motivation, and expands the scope of international cooperation. We see the conclusions and prospects for further research in this area in a more in-depth approach to creative development and finding new ways to improve efficiency of the educational process of students of the faculties of international relations in the light of the latest requirements of the Ministry of Education and Science of Ukraine for teaching foreign languages at a qualitatively new level.

scholarly journals PROBLEM OF TENSION OF EDUCATIONAL ENVIRONMENT IN TECHNICAL UNIVERSITY (ON THE EXAMPLE OF A FOREIGN LANGUAGE TRAINING)

PRIMO ASPECTU ◽  
2021 ◽  
pp. 93-98
Author(s):  
Irina V. LEUSHINA ◽  
Igor O. LEUSHIN
Keyword(s):  
Foreign Language ◽  
Technical College ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Systems ◽  
Language Training ◽  
Self Development ◽  
Technical University ◽  
Educational Paradigm ◽  
The University

On the example of foreign language training of a graduate of a technical university, the causes of the problem of intensity of the educational environment are considered. Attention is focused on the need to reassess the role of the student in the educational process and the educational environment of a technical college, an attempt is made to analyze the problem from the standpoint of psychodidactics of educational systems. In interaction of the participants of the educational process the student's subjectness is crucial and its key feature is to change when in contact with the educational environment and other participants in the educational process. One of the main objectives of the university in the light of the competence-based educational paradigm implemented in Russia is the formation, strengthening and development of students' subjectivity. Sustainable student subjectivity, the ability to build and implement the trajectory of self-development on the basis of the principles of education throughout life, is one of the prerequisites for the success and effectiveness of foreign language training of a student in a technical college. Options are offered to regulate the intensity of the educational environment of a technical university, including the preparation of a competence syllabus that acts as a «roadmap» of a future graduate to build an individual educational trajectory along with other participants in the educational process.

scholarly journals The use of digital tools in foreign language training of students

2021 ◽  
Author(s):  
Л.А. Метелькова ◽  
Е.Г. Хрисанова ◽  
Е.В. Фролова
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching Practice ◽  
Educational Process ◽  
Foreign Languages ◽  
Digital Tools ◽  
Professional Activity ◽  
Language Training ◽  
Current State

Актуальность исследования обусловлена многими факторами. Во-первых, в настоящее время цифровые инструменты начинают занимать значительное место в процессе обучения разным дисциплинам как в системе среднего, так и высшего образования. Во-вторых, их использование обусловлено не простым желанием педагога разнообразить занятие или сделать его более эффективным, а само состояние общества делает их внедрение в образовательный процесс необходимым и иногда, единственно возможным. Цель статьи заключается в обосновании эффективности использования современных цифровых инструментов в иноязычной подготовке обучающихся. Авторами проанализировано современное состояние исследуемой проблемы в отечественной и зарубежной педагогике и методике обучения иностранным языкам. Статья предназначена для учителей иностранных языков, а также студентов педагогических вузов, будущих учителей, для использования во время педагогической практики и в профессиональной деятельности. The relevance of the study is due to many factors. Firstly, nowadays digital tools are beginning to take a significant place in the learning process in various disciplines, both in the system of secondary and higher education. Secondly, their use is not due to a simple desire of the teacher to diversify the lesson or make it more effective, but the very state of society makes their introduction into the educational process necessary and, sometimes, the only possible one. The purpose of the article is to substantiate the effectiveness of the use of modern digital tools in foreign language training of students. The author analyzed the current state of the problem under study in domestic and foreign pedagogy and methods of teaching foreign languages. The article is intended for teachers of foreign languages, as well as students of pedagogical universities, future teachers, for use during teaching practice and professional activity.

scholarly journals Metamodels of Educational and Methodological Activity in the University

2021 ◽  
Vol 25 (1) ◽  
pp. 48-59
Author(s):  
S. M. Shcherbakov ◽  
K. K. Kalugyan ◽  
I. I. Miroshnichenko
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Educational Process ◽  
Professional Activity ◽  
Third Generation ◽  
Educational Standards ◽  
Labor Costs ◽  
The Third ◽  
State Educational ◽  
The University

Purpose of the study. Educational methodological activity plays an important role in the life of the university, on the one hand, it determines the content of the educational process and sets the direction of development, on the other hand, it requires a significant amount of time from teachers, staff and managers. Continuing changes in the system of Russian higher education are reflected in educational methodological activities. When introducing and refining higher education standards and other normative documents, the means of describing the educational process in educational and methodological documentation change. The composition of educational methodological documents and the requirements for them are changing. Such concepts as “competence”, “type of activity”, “tasks of professional activity”, “labor functions”, etc. appear and then transform. The present work aims to track the dynamics of these changes and assess the increase in the complexity of educational methodological support. Materials and Methods. To assess the dynamics of development of educational and methodological support, we will carry out a retrospective substantive analysis of educational and methodological support for each stage of its development, starting with the first generation of state educational standards. The analysis results will be visualized with the Entity-Relationship" diagrams, which allow reflecting the main entities of the scope, their attributes and relationships. Examples of entities are: competence, professional standard, educational result (different forms of skills), topic, module, etc. Such diagrams can be interpreted as metamodels of educational and methodological support. Next, we will carry out a comparative analysis of the obtained sequence of metamodels, which will allow us to understand the dynamics of their development. Results. A set of metamodels of educational and methodological activities was built. The dynamics of the growth of the number of entities and relationships by year was found. We also studied changes in entities and details. A set of metamodels of educational and methodological activities was built, including metamodels for the following stages: state educational standards of the first generation, second generation, federal state educational standards or the third generation, generation 3+, generation 3 ++. If the first two models are characterized by relative simplicity, then the standards of the third generation required the development of a significant number of new entities associated with competencies, and another increase in complexity is observed for generation 3 ++, which is associated with the introduction of professional standards. The dynamics of growth in the number of entities, attributes and especially relationships has been established. Over the past two decades, the number of entities that are used in the creation of educational and methodological support has increased from 9 to 32, and the number of connections between them from 12 to 45. Changes in individual entities and details were also studied as the metamodels of educational and methodological support developed. Conclusion. Based on the results of the analysis, describing tools for the educational and methodological support tend to become considerably more sophisticated. This is reflected in the labor costs of the formation of documents, as well as the time that must be spent by teachers and staff on studying the language of description of educational and methodological documents. Thus, there are risks of the educational and methodological support quality reducing and the risk of a gap between educational and methodological documentation and the real educational process of the university.

Designing and Implementing the Technology of the «Inverted Lesson» in Higher School

2018 ◽  
Vol 7 (4) ◽  
pp. 29-34
Author(s):  
М. Прохорова ◽  
M. Prohorova ◽  
О. Ваганова ◽  
O. Vaganova
Keyword(s):  
Higher Education ◽  
Experimental Work ◽  
Vocational Training ◽  
Control Measure ◽  
Design Procedure ◽  
Educational Process ◽  
Educational Standards ◽  
The University ◽  
Independent Work ◽  
Experimental Group

The article describes the results of experimental work on applying the technology of the "inverted lesson" in higher education. The reasons and prerequisites for using the technology of the "inverted lesson" in the domestic vocational education are described, such as an increase in the proportion of independent work in educational standards and the development of the capacities of the electronic educational environment of higher education institutions. The design procedure and the content of didactic and educational-methodical materials necessary for the implementation of this technology in the educational process are described. Presented are the results of experimental work using the technology of "inverted learning" in the educational process in the direction of training 44.03.02 "Vocational training". The results of the comparison of the performance of the control and experimental groups during the semester and the results of the control measure are presented, the time for performing the tasks of the audit work is compared, conclusions are drawn about the high potential of the "inverted lesson" technology as a way of organizing the independent work of students with a wide use of the electronic educational medium of the university. The obtained results are confirmed by the data of the survey of the students of the experimental group who highly appreciated the effectiveness of the "inverted lesson" technology.

CONDITIONS FOR THE ORGANIZATION OF THE PROCESS OF FOREIGN LANGUAGE TRAINING AT THE UNIVERSITY

2021 ◽  
pp. 121-125
Author(s):  
Nasikhanova A.Z. ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Educational Institution ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Language Training ◽  
Higher Educational ◽  
The University ◽  
Practice Of Teaching

The article discusses some issues of introducing new educational technologies into the practice of teaching foreign languages in a higher educational institution and using the means and conditions under which the process of foreign-language training in a higher educational institution is carried out. The author pays special attention to the intersubject approach in higher education.

scholarly journals ECOLOGICAL WORLDVIEW FORMATION OF ENGINEERING STUDENTS IN THE CONTEXT OF FOREIGN LANGUAGE TRAINING

2021 ◽  
Vol 2 ◽  
pp. 267-273
Author(s):  
Maria Starovoitova ◽  
Svetlana Vodneva ◽  
Tatyana Klets ◽  
Elena Nikiforova ◽  
Nadezhda Presnyakova
Keyword(s):  
Foreign Language ◽  
Engineering Students ◽  
Educational Process ◽  
Language Training ◽  
Great Contribution ◽  
Theoretical Substantiation ◽  
Worldview Formation ◽  
Ecological Worldview ◽  
The University ◽  
Educational Potential

The educational space of a non-linguistic university makes it possible to conduct a purposeful process of forming the ecological worldview and culture of future specialists in the logic of their professional development. According to the authors, the eco-oriented content of teaching a foreign language can make a great contribution to the implementation of this mission due to the great general cultural and educational potential of this discipline. The paper offers a comprehensive theoretical substantiation of the problem under study, reveals the essence, structure and methodology of the ecological worldview formation of engineering students. The authors make an attempt to model the educational process on the basis of interactive pedagogical technologies, the use of which allows students of non-linguistic areas to solve communicative problems on the basis of environmental topics. The totality of data obtained as a result of the experimental work carried out by the authors confirms the effectiveness of students’ ecological worldview formation through the inclusion of environmental-oriented content in the system of language training at the university.

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