scholarly journals English textbook for maritime engineers: needs and requirnments

2019 ◽  
Keyword(s):  
Teaching Methods ◽  
Professional Communication ◽  
Teaching English ◽  
Communicative Skills ◽  
English Classes ◽  
Engine Room ◽  
Complex Approach ◽  
Approach To Teaching ◽  
Maritime English ◽  
Different Levels

The article under consideration present some review of the present days textbooks created by Ukrainian specialists for teaching English in Maritime higher educational establishments. The authors attempt to analyze the existing manuals keeping in mind the needs of the future maritime engineers and the requirements of the International Maritime Organization, teaching methods are also meant. It is stressed in the article that the approach to teaching maritime engineers differ a lot from that of teaching other maritime specialists because besides general English communicative skills and maritime English they are supposed to be aware of technical terminology quite well. We make a quick review of the problems the teacher faces when working with the engineer students. The enumeration of the topics are supposed to be tackled upon in English classes is done. We touch upon the absence of one National English Standard for engine room department personal and discuss the problems it arises. It is underlined the achievements of Ukrainian Maritime English specialists are significant: the number of the textbooks and other teaching means in the field are getting larger every year what is more important their quality is getting higher as well. We have chosen these two series of textbooks for our review as they demonstrate complex approach to teaching the language and if accompanied with some extra tasks and listening and video activities they are the best one to use as basic for maritime engineers. Among the most authorized and widely used textbooks are the series of works by O. Bogomolov: there are 3 textbooks worked out for different levels. Some other series of textbooks we would like to mention are works of teachers who work in Kherson Maritime State Academy. Other series of textbooks under review are created by the group of the authors headed by V. Kudryavtseva. As it has been underlined in the preface to these textbooks, the purpose of the manuals is the development of professional communication skills of maritime engineers.

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

scholarly journals Psycholinguistic Background of Training English Discussion Skills in Students of Philology Departments

2020 ◽  
Vol 9 (7) ◽  
pp. 289
Author(s):  
Mariia L. Pysanko ◽  
Iryna V. Zaytseva ◽  
Olena A. Lysenko ◽  
Iryna A. Liahina ◽  
Maryna A. Zvereva
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Skills Training ◽  
First Year ◽  
Teaching English ◽  
First Year Students ◽  
Communicative Skills ◽  
Initial Stage ◽  
High Motivation

The efficiency of training of students of Philology Departments depends on the level of their communicative skills, that is, their abilities to participate in spontaneous discussion. This arises the issue of training these skills in the English majors. The research intends to determine and analyse the psychological background of Training English discussion skills in students of Philology Departments, to substantiate the difficulties that may arise at the initial stage. The authors analysed theoretical findings and practitioners’ experience on discussion skills training. The survey determined motives of Ukrainian university students for participation in discussions and the obstacles that may arise. The article identifies the attitude of students of Philology Departments towards the problems and issues to be discussed, and the most urgent, interesting and challenging topics for the discussion. The discussion is characterised by the role of communication, motivation, cotextuality, spontaneity, emotional colouring, and the topic of discussion. Age peculiarities of the first-year students have an impact on the learning process and may complicate it. As a social group, students are characterised by confidence in their future profession, a stable attitude towards the chosen profession, while the level of the students’ perceptions of their profession directly correlates with the level of their attitude towards the studies. The results of the survey prove the students’ high motivation, their readiness to communicate and participate in discussions organised by the teachers in class. The topics and problems suggested included personally, professionally, socially and socio-culturally related issues that can be discussed. The most part of the students chose ‘youth problems’ (57%) as the most urgent. The survey gives the opportunity to determine four groups of difficulties/obstacles that most of the students come across when participating in English discussion: psycholinguistic (caused by the nature of the dialogical speech); linguistic (caused by the language); psychological (caused by students); methodological (caused by teaching methods). The findings can be taken into account while conducting the further research on the problem of developing curricula, syllabus, teaching materials and manuals for teaching English as the major in the universities.

scholarly journals Afghan EFL Instructors’ Use of Teaching Methods

2021 ◽  
Vol 3 (5) ◽  
pp. 31-38
Author(s):  
Sayeed Naqibullah Orfan ◽  
Abdul Qawi Noori ◽  
Aminuddin Hashemi ◽  
Sayeed Asif Akramy
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Direct Method ◽  
English Learning ◽  
Survey Questionnaire ◽  
Teaching English ◽  
Inferential Statistics ◽  
English Teaching ◽  
English Classes ◽  
Physical Response

The study investigated the Afghan EFL instructors’ use of English teaching methods. It also studied whether the instructors’ gender had any significant impact on their responses.  A survey questionnaire with 35 closed-ended items was utilized to collect the data from 50 EFL instructors who were teaching English in various English language centers in Takhar. Descriptive and inferential statistics were used to analyze the data. The results of the study revealed that the Afghan EFL instructors frequently used the Grammar Translation Method and communicative language method in their English classes. Moreover, the EFL instructors sometimes used the Audiolingual Method, the Direct Method, the Total Physical Response and the Silent Way. The Silent Way was the least frequently used method in Afghan EFL classrooms. The results also showed that there were not any statistically significant differences between female and male instructors’ response. The study suggests an eclectic use of methods in English classes in order to make English learning more meaningful to students.

scholarly journals Using criteria-based assessment technology in English classes

2020 ◽  
Vol 132 (3) ◽  
pp. 17-24
Author(s):  
А.Т. Aimuldina ◽  
◽  
M.S. Kulakhmetova ◽  
Keyword(s):  
Learning Process ◽  
Modern Method ◽  
Teaching English ◽  
English Classes ◽  
Assessment Of Learning ◽  
Foreign Countries ◽  
The Future ◽  
Assessment Technology ◽  
Mental Nature ◽  
Different Levels

The article is devoted to the peculiarities of applying the technology of criteria-based assessment in the process of teaching English, describes the experience of implementing criteria-based assessment in the process of learning.In parallel with the process of training on the updated content, a study was conducted to identify the difficulties, weaknesses and advantages of both the process and its mental nature in the modern method of assessing students’ knowledge. The system described the opinion of leading scientists of criteria based assessment advantages and disadvantages.Also there is experience of foreign countries by assessment of learning process, which consist from that every pupil to learn by their opportunities, needs, and real marks of the future. The learners can understand writing text on different levels to follow teaching aim.

РОЛЬ ВОСПИТАТЕЛЯ В ДЕТСКОМ САДУ В ФОРМИРОВАНИИ ЛИЧНОСТИ РЕБЕНКА// Actual Problems of Applied Sciences Journal World, 3(13), 2019/ Chief Editor Markus Hemmer: Open European Academy of Public Sciences (OEAPS Inc.). Barcelona, Spain, 2019. PP.24-28.

2019 ◽  
Author(s):  
Юлдуз Рахматовна Махмутазимова
Keyword(s):  
Applied Sciences ◽  
Teaching Methods ◽  
Holistic Approach ◽  
Chief Editor ◽  
European Academy ◽  
Approach To Teaching

В статье раскрыта целостный подход к методам обучения, рольсемьи и детского сада в формировании личности ребенка.The article reveals a holistic approach to teaching methods, the role ofthe family and kindergarten in shaping the child’s personality

scholarly journals USING TEST-TEACH-TEST APPROACH AT ENGLISH CLASSES

2019 ◽  
pp. 57-62
Author(s):  
Evgeniia Vladimirovna Artemeva ◽  
Varvara Sergeevna Golubeva
Keyword(s):  
Transport Processes ◽  
Test Method ◽  
State University ◽  
Teaching English ◽  
Teaching Process ◽  
Preliminary Testing ◽  
English Classes ◽  
Second Year ◽  
Characteristic Features ◽  
Classroom Time

The article focuses on the benefits of testing as a method in English teaching process and on its types and characteristic features. One of the effective methods of preliminary testing is the Test-Teach-Test method. The Test-Teach-Test method was applied during one semester among the first and second year students of the specialty “Technology of transport processes” at Admiral Makarov State University of Maritime and Inland Shipping. According to the results of the study, it was revealed that the experimental groups in which the Test-Teach-Test method was used demonstrated a better mastery of the material compared to those groups of students who were not taught with the use of this method. It is obvious that its application helps to optimize the process of teaching English, rationally distributing classroom time, applying an individual approach to students, and arranging the classes in a way that maximum attention is paid to the poorly studied material.

scholarly journals GAMES AS A MEANS OF LEARNING A FOREIGN LANGUAGE BY MEDICAL STUDENTS

2020 ◽  
pp. 87-92
Author(s):  
N. I. Yelahina ◽  
N. O. Fedchyshyn
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Teaching Methods ◽  
Educational Process ◽  
Educational Game ◽  
Effective Learning ◽  
Active Teaching ◽  
English Classes ◽  
Communication Games

The article analyzes the role of the educational game as a means of organizing the speech activity of medical students in English. The authors of the article emphasize the need to use active teaching methods in the educational process while learning English. It has been established that games in English classes can be divided into the following categories: games aimed at mastering new vocabulary; games aimed at grammatical material consolidation; communication games aimed at developing students’ monologs and dialogs. Methods, goals and tasks for forming a communicative model are highlighted. Examples of interaction between a teacher and a student are analyzed. It is noted that the conduct of professional games has a multi-faceted approach and is carried out according to a certain model. Systematic and purposeful use of games as a method of teaching English to medical students contributes to the effective learning in the educational process.

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