FORMS AND METHODS OF TEACHING A FOREIGN LANGUAGE IN A TECHNICAL UNIVERSITY WITHIN A MODULAR-CYCLIC SYSTEM

In this article, the authors consider forms and methods of teaching a foreign language at a technical university. Within the framework of the modular cyclic system, the academic year involves the division of the studied material into two terms, each of which includes five consecutive cycles. According to the concept of the MCTS, the cycle is a set of goals, tasks implemented in the educational process, constituting a round of eight/sixteen days of auditing and independent work, intermediate certification and control, aimed at the formation of competencies during the study of the module (discipline). The intensity, saving time of a student and a teacher, the large amount of independent work of students, the use of test technologies in assessing the quality of knowledge are distinctive features of the MCTS from the traditional form of study. The theoretical foundations of the study are derived from the analysis of works on the theory and methodology of teaching foreign languages, described in the works of A.A. Mirolyubov, N.D. Galskova, N.I. Gez. The purpose of this study is to describe the process of formation of professional communicative competencies in the study of a foreign language in a non-language university within the framework of a modular-cyclic training system, which involves a high degree of intensity of auditing and independent work, which reinforces the importance of diagnosing knowledge and skills in the process of mastering the module. Independent work of students is considered a mandatory part of the classroom work. The individual independent student's work under the guidance of a teacher is aimed at developing a skill in working with scientific and professional texts.

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On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University

Examining Content and Language Integrated Learning (CLIL) Theories and Practices - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-3266-9.ch005 ◽

2020 ◽

pp. 79-96

Author(s):

Eduard Krylov

Keyword(s):

Labor Market ◽

Foreign Language ◽

Personal Growth ◽

Educational Process ◽

Process Conditions ◽

Good Opportunity ◽

Bilingual Teaching ◽

Technical University ◽

Teaching Learning ◽

And Control

Integrative bilingual teaching/learning of foreign language and engineering disciplines at a technical university provides a good opportunity for students of the personal growth both in cognitive and communicative aspects, which contributes to their better positions in the labor market. To put this opportunity into practice, the educators should have clear ideas about the goal of this educational process, psychological aspects accompanying the process, conditions of its implementation, basic units of teaching/learning, means of monitoring, assessment, and control and some others. All these components of methodology are discussed in this chapter.

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ORGANIZATION IMPROVEMENT OF STUDENTS’ INDEPENDENT WORK IN CROSS-CULTURAL INTERACTION

Bulletin of Orenburg State University ◽

10.25198/1814-6457-229-98 ◽

2021 ◽

Vol 229 ◽

pp. 98-104

Author(s):

N.V. Eremina ◽

◽

V.V. Tomin ◽

J.V. Kanyukova ◽

◽

...

Keyword(s):

Foreign Language ◽

Social Order ◽

Training System ◽

Cross Cultural ◽

Educational Process ◽

Cultural Interaction ◽

Formal Approach ◽

Teaching Aids ◽

The University ◽

Independent Work

Currently, a very urgent problem in the university training system of students in foreign languages is the problem of designing educational and methodological complexes for classroom and extracurricular use. Analysis of this problem’s state in the context of social order allows us to note that the domestic market is insufficiently saturated with the required teaching aids. Existing textbooks differ, as a rule, either by a traditional formal approach or by a hypertrophied professional orientation and the absence of assignments aimed at independent extracurricular work. Educational and methodological complexes at the university level should be built based on communicative, sociocultural, and cognitive approaches. Raising the status of a foreign language in many countries’ education systems poses the task of creating new pedagogical, didactic, and methodological developments of conditions for improving the process of its learning. A characteristic feature of didactic aids is the versatility of their application. The structuredness of educational and methodological complexes in the form of multi-level blocks contributes to developing students of a scientific organization for the development of educational material, free orientation within the course, and the development of practical skills for performing control tasks. The main criteria for selecting material for students’ independent work are problematic, relevance, availability, adequacy, optimality of volume and complexity, the possibility of self-control and self-correction, and variability of tasks. Independent work in a foreign language in the context of cross-cultural interaction at non-linguistic faculties is an obligatory part of the educational process. The main goals are achieving an appropriate level of foreign language communicative competence and preparing graduates for an independent increase in foreign language proficiency. When planning and organizing students’ independent work in cross-cultural interaction, it is necessary to consider their readiness to perform this type of work: psychological, theoretical, practical.

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On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University

10.4018/978-1-6684-3690-5.ch010 ◽

2022 ◽

pp. 176-193

Author(s):

Eduard Krylov

Keyword(s):

Labor Market ◽

Foreign Language ◽

Personal Growth ◽

Educational Process ◽

Process Conditions ◽

Good Opportunity ◽

Bilingual Teaching ◽

Technical University ◽

Teaching Learning ◽

And Control

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POTENTIAL BARRIER «SCHOOL – UNIVERSITY»: WAYS OF OVERCOMING

Bulletin of Kemerovo State University Series Humanities and Social Sciences ◽

10.21603/2542-1840-2017-4-4-10 ◽

2017 ◽

Vol 2017 (4) ◽

pp. 4-10

Author(s):

Татьяна Балашова ◽

Tatiana Balashova ◽

Татьяна Ким ◽

Tatiana Kim ◽

Таисия Лавряшина ◽

...

Keyword(s):

Training System ◽

Average Score ◽

Learning Program ◽

Wide Range ◽

The Future ◽

Technical University ◽

And Mathematics ◽

Distance Learning Program ◽

And Control ◽

Independent Work

<p>The paper considers the problems of the complexity of students’ transition between the two levels of education. It discusses the assistance measures aimed at overcoming the diffiсulties of this transition, as well as the possibilities and necessity of applying innovative technologies for teaching physics at a technical university when moving to a multi-level training system. A modern communicative approach is proposed for mutual interaction in the «school – university» system by creating a computer-based distance learning program for schoolchildren, including theoretical training modules, diagnostic and control testing. Priorities are set in the training of engineers, taking into account the need for self-education. Attention is drawn to the need for schoolchildren to adapt to higher education, to fi gaps in elementary knowledge of physics and mathematics. The average score in physics is compared, which was obtained on the Uniform State Exam, both in terms of years of admission to the university, and the choice of the future profession. The paper features the results of the «entrance control» in comparison with the results of the examination in physics during the fi examination session. In this paper, we discussed a wide range of events held at the Kuzbass State Technical University for future entrants, which contribute to the formation of motivation for the creative approach to the choice of the future profession, as well as for activities that result in activation of independent work and control of knowledge obtained as a result of studying the discipline.</p>

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Content Characteristics of Independent Work of Students (IWS): Modern Conditions and Problems

Psychology and Education Journal ◽

10.17762/pae.v58i2.2272 ◽

2021 ◽

Vol 58 (2) ◽

pp. 1289-1294

Author(s):

Ruzimurot Kungratovich Choriev Et al.

Keyword(s):

Extracurricular Activities ◽

Educational Process ◽

Activity Type ◽

Normative Documents ◽

Classroom Activities ◽

Classroom Training ◽

The Individual ◽

And Control ◽

Independent Work ◽

Different Sources

The article discusses the problem of organizing independent work under the guidance of a teacher, which can be considered effective only if the educational process is organized as a holistic system in each classroom and in extracurricular activities of students. However, these types of work can be partially interconnected with each other, and several types of classroom training on credit training technology have different goals, each of which has its own goal and is an ideal opportunity to perform the above training tasks. The work of independent students under the guidance of a teacher (IWS) focuses on classroom activities. At the same time, the analysis of normative documents and scientific and methodological literature, the description (IWS) are presented in the same sense in different sources, but nevertheless the main aspects of this concept are defined, and (IWS) is a joint training of students and teachers . type of activity (type of training), which is one of the aspects of ensuring the individual work of the student based on the installation, configuration and control of the teacher.

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BOUT SOME ASPECTS OF FORMING THE SOCIOLINGUISTIC COMPETENCY OF TECHNICAL UNIVERSITY STUDENTS AT THE LESSONS OF ENGLISH

НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ ◽

10.36622/vstu.2021.73.24.004 ◽

2021 ◽

pp. 47-58

Author(s):

Л.Н. Крячко ◽

О.И. Рыжков

Keyword(s):

Foreign Language ◽

University Students ◽

Native Speakers ◽

Educational Process ◽

Communication Process ◽

Distinctive Features ◽

History Of ◽

Competency Based ◽

Technical University ◽

Special Case

Постановка задачи. Современный этап обучение иностранному языку в техническом университете основывается на компетентностном подходе. Немаловажную роль в языковой подготовке будущих специалистов играет формирование социолингвистической компетенции обучающихся, которую в отечественной методике принято включать в состав социокультурной компетенции. Формирование социолингвистической компетенции студентов в процессе занятий по английскому языку имеет свои особенности и связано с ознакомлением обучающихся с культурой и историей стран изучаемого языка, правилами и нормами речевого поведения языковых носителей, явлениями территориально и социально обусловленной языковой вариативности. Результаты. Проведенное исследование дает основание утверждать, что типичные ошибки и трудности студентов, возникающие в процессе иноязычной коммуникации и связанные с выбором социально и территориально обусловленных фонетических и лексических вариантов, свидетельствуют о недостаточной сформированности у обучающихся социолингвистической компетенции. Выводы. Направленность внимания преподавателя на формирование данной компетенции в учебном процессе, объяснение студентам природы явления языковой вариативности, анализ причин неоднозначности номинации в каждом конкретном случае позволяют обучающимся успешно преодолевать проблемы выбора языкового варианта в процессе коммуникации, становиться более уверенными пользователями английского языка. Statement of the problem. At present, the teaching of a foreign language at a technical university rests on a competency-based approach. An important role in the linguistic education of the future specialists plays the formation of the students’ sociolinguistic competency, which is traditionally included in the structure of the sociocultural competency according to the national methodology.The formation of the sociolinguistic competency of the technical university students at the lessons of English has its distinctive features and is associated with introducing them to the culture and history of the country of the studied language, working with authentic professionally oriented materials, studying the norms of the native speakers’ communication behavior, the phenomena of territorially and socially determined linguistic variability. Results. The research that has been carried out gives reason to argue that the students’ typical mistakes and difficulties associated with the choice of the geographically determined phonetic variants and the geographically and socially determined lexical variants in the process of communication indicate that the sociolinguistic competency of the students is formed insufficiently. Conclusion. The focus of the teacher’s attention on the formation of the sociolinguistic competency in the educational process, explaining to the students the nature of the language variation phenomena, analyzing the reasons for the ambiguity of the nomination in each special case help the students to successfully overcome the problems of choosing a language variant in the communication process, and to become more confident users of English.

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ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

Pedagogical Sciences ◽

10.32999/ksu2413-1865/2020-91-17 ◽

2021 ◽

pp. 118-123

Author(s):

Denysenko I.I. ◽

Tarasiuk A.M.

Keyword(s):

High School ◽

Distance Learning ◽

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Educational Process ◽

Foreign Languages ◽

Full Time ◽

Technological Basis ◽

Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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Neurotechnology as a factor of the educational process transformation

Vocational education and labour market ◽

10.52944/port.2021.47.4.007 ◽

2021 ◽

pp. 98-13

Author(s):

Л.Д. Александрова ◽

Р.А. Богачева ◽

Т.А. Чекалина ◽

М.В. Максимова ◽

В.И. Тимонина

Keyword(s):

Effective Means ◽

Individual Characteristics ◽

Educational Process ◽

Special Equipment ◽

Research Areas ◽

Long Time ◽

Mental Abilities ◽

The Individual ◽

And Control

Изучение возможностей мозга для повышения качества обучения находится в центре внимания педагогической науки уже много лет. Развитие цифровизации позволило использовать в исследованиях специальное оборудование, с помощью которого можно оценивать и контролировать работу мозга, развивать умственные способности, познавательные функции и т. п. Нейротехнологии стали эффективным средством, позволяющим трансформировать образовательный процесс за счет подбора специального учебного контента с учетом индивидуальных особенностей обучающихся. Вместе с тем возникает необходимость в конкретизации терминологии и определении актуальных направлений исследований в данной области. For a long time, the study of the brain capabilities for the improvement of the quality of education has been an urgent direction in pedagogical science. Due to the development of digitalization, new areas of research have emerged related to the use of special equipment that makes it possible to assess and control brainwork, develop mental abilities, cognitive functions, etc. One of them is neurotechnology, which is an effective means of transforming the educational process: it offers educational content based on the individual characteristics of students. Thus, a need to concretize the terminology and determine the current research areas arises. The article aims to attempt to fill this gap with the help of a representative analysis of publications on neurotechnologies, as well as the essence of neuroeducation.

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LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

Knowledge International Journal ◽

10.35120/kij34061633z ◽

2019 ◽

Vol 34 (6) ◽

pp. 1633-1639

Author(s):

Zlatina Zheleva ◽

Slavka Hristozova ◽

Rumyana Stoyanova

Keyword(s):

Foreign Language ◽

Learning Styles ◽

Learning Style ◽

Learning Process ◽

Language Teaching ◽

Foreign Language Learning ◽

Educational Process ◽

Academic Education ◽

The Individual ◽

Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

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Forming student self-organization culture as a factor of improving the educational process quality in higher education

SHS Web of Conferences ◽

10.1051/shsconf/202111300041 ◽

2021 ◽

Vol 113 ◽

pp. 00041

Author(s):

N.V. Dyorina ◽

L.I. Savva ◽

E.I. Rabina

Keyword(s):

Functional Model ◽

Individual Characteristics ◽

Organization Culture ◽

Educational Process ◽

University Student ◽

Self Organization ◽

Self Monitoring ◽

Technical University ◽

Quality In Higher Education ◽

The Individual

The authors analyze the stated problem in philosophical, historical, psychological and pedagogical aspects, clarify the conceptual apparatus of the research, determine the structural components of the personality of a technical university student with self-organization culture, describe the developed structural and functional model of the formation of self-organization culture of a technical university student, implemented on the example of humanities disciplines, substantiate the set of pedagogical conditions of the considered process. The main goal of personal self-organization is to control one’s life on the basis of optimal use of available opportunities and taking into account individual characteristics and abilities. It is determined that all this requires the individual to make efforts to restructure his or her life activities and involves self-reflection, self-monitoring and self-correction of behavior.

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