scholarly journals CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN THE “LISTENING COMPREHENSION AND NOTE-TAKING” COURSE AND ITS INFLUENCE ON LEARNERS MOTIVATION

2021 ◽  
Author(s):  
Hanna Sadova ◽  
◽  
Olena Rudychyk ◽  
Keyword(s):  
Listening Comprehension ◽  
Positive Impact ◽  
Educational Process ◽  
Integrated Learning ◽  
Note Taking ◽  
Integrated Education ◽  
Communicative Skills ◽  
Assessment Task ◽  
Partial Immersion ◽  
L1 And L2

The article analyzes and explains the influence of content and language integrated leaning (CLIL) on students motivation within the course “Listening comprehension and note-taking”. Basic CLIL features and core principles are analyzed. Special attention is drawn to David Marsh, Sylvén, Coyle whose works are devoted to CLIL and its foundation and implementation. Moreover, the comparison of content and language integrated learning with integrated education is made. Chronological stages of CLIL formation are highlighted. The authors show three models of CLIL implementation. They are hard (subject-led), soft (Language-led) and partial immersion (both the subject and language are equally important). Due to the features of language specialties soft CLIL model (language-led) is considered to be the most appropriate model within the course “Listening comprehension and note-taking”. Besides the content and language integrated learning approach, learners’ motivation and encouragement into the educational process are analyzed. In the conducted research the significant role of positive motivation is studied. Such features as authentic material, variety of assessment, task gradation (from simple to more complex and vice versa), the studied material are comsidered in the article. In addition, there is a comparison of L1 (native language) and L2 (foreign language) and how their use affect encouragement into educational process. It should be taken into account that the negotiation between L1 and L2 is different depending on content and language integrated learning or integrated education. As a practical part an introduction to a lesson (within the course “Listening comprehension and note-taking”) is taken. The lesson is based on the topic which has strong cross subject connections with Practical Phonetics. So, as students need to use their background knowledge and are supposed to develop not only communicative skills, the soft CLIL model is applied. Thus, the authors propose the introduction based on key principles of soft (language-led) content and language integrated learning. The final part of the article presents the results of the conducted research and future stages and strategies which may be conducted based on the conclusion. Moreover, it can be inferred that the use of content and language integrated learning has a positive impact on learners motivation and provides the formation of more sustainable skills.

scholarly journals Integrated English and Literature course in law schools sponsored by government agencies

2017 ◽  
Vol 6 (3) ◽  
pp. 312-316
Author(s):  
Oksana Olegovna Skobeleva
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Positive Impact ◽  
Educational Process ◽  
Research Activity ◽  
Communicative Skills ◽  
Motivational Aspect ◽  
Language And Literature ◽  
Language Classes ◽  
Cultural Skills

This paper deals with the problem of improving linguistic and cultural skills of students by introducing integrated foreign language and literature classes into the educational process. The integration of cultures in the departmental law institutions is an important element in the training of specialists whose competence is largely determined by their professional skills as well as by the ability to use a foreign language in terms of establishing contacts with representatives of other cultures and the ability to work independently with scientific and practical documentation and literature, to conduct business correspondence and negotiations. The work outlines the basis for the development of an integrative course of English and literature and offers a series of sessions on interdisciplinary interactions. The conducted researches have shown that interdisciplinary connections in foreign language classes have a positive impact on the quality of the educational process: cadets horizons are expanding, motivational aspect of training is increasing, educational and research activity is becoming more active, moral education is formed, and communicative skills of trainees are developing. The obtained results testify to the need to develop such classes within any specialization and orientation, since integrated courses significantly expand cognitive and language skills of students.

scholarly journals Use of an Integrative Research on the Education System

2019 ◽  
Vol 8 (4) ◽  
pp. 7661-7664
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Native Language ◽  
Language Teaching ◽  
Educational Process ◽  
Quality Education ◽  
Integrated Learning ◽  
Integrated Education ◽  
Integrative Research

This article discusses the effectiveness of integrated learning in native language teaching in secondary schools. This article mainly focuses on the coordinating native language lessons based on integrated education , in consequence, adducing preventive ways the educational process from falling into the same position and prevents students from losing interest in the lessons, privileges of teachers to work on their own and ensure that quality education remains in the system.

scholarly journals Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kingsley Okoye ◽  
Arturo Arrona-Palacios ◽  
Claudia Camacho-Zuñiga ◽  
Nisrine Hammout ◽  
Emilia Luttmann Nakamura ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Positive Impact ◽  
Emotional Valence ◽  
Educational Process ◽  
Educational Models ◽  
Process Innovations ◽  
Educational Domain ◽  
Teacher Student ◽  
Evaluation Of Teaching ◽  
Teaching Learning

AbstractToday, modern educational models are concerned with the development of the teacher-student experience and the potential opportunities it presents. User-centric analyses are useful both in terms of the socio-technical perspective on data usage within the educational domain and the positive impact that data-driven methods have. Moreover, the use of information and communication technologies (ICT) in education and process innovation has emerged due to the strategic perspectives and the process monitoring that have shown to be missing within the traditional education curricula. This study shows that there is an unprecedented increase in the amount of text-based data in different activities within the educational processes, which can be leveraged to provide useful strategic intelligence and improvement insights. Educators can apply the resultant methods and technologies, process innovations, and contextual-based information for ample support and monitoring of the teaching-learning processes and decision making. To this effect, this paper proposes an Educational Process and Data Mining (EPDM) model that leverages the perspectives or opinions of the students to provide useful information that can be used to enhance the end-to-end processes within the educational domain. Theoretically, this study applies the model to determine how the students evaluate their teachers by considering the gender of the teachers. We analyzed the underlying patterns and determined the emotional valence of the students based on their comments in the Students Evaluation of Teaching (SET). Thus, this work implements the proposed EPDM model using SET comments captured in a setting of higher education.

ORGANIZATIONAL AND LEGAL ASPECTS OF VOCATIONAL EDUCATION AND VOCATIONAL TRAINING IN INSTITUTIONS OF THE PENAL SYSTEM

2021 ◽  
pp. 20-24
Author(s):  
Екатерина Викторовна Глебова
Keyword(s):  
Vocational Education ◽  
Russian Federation ◽  
Legal Status ◽  
Positive Impact ◽  
Legal Regulation ◽  
Legal Aspects ◽  
Educational Process ◽  
Vocational Education And Training ◽  
Scientific Article ◽  
The Russian Federation

Актуальность темы научной статьи обусловлена тем, что каждый гражданин Российской Федерации независимо от его социального статуса обладает правом на образование. Однако отдельные категории граждан, в частности, осужденные лица, не могут воспользоваться данным правом по причине наличия у них особого юридического статуса. Беспрепятственный доступ осужденных к образовательному процессу оказывает положительное влияние на социальную безопасность и защищенность каждого отдельного гражданина, так как от уровня их образованности напрямую зависит степень их исправления. В данный момент на территории нашей страны наблюдается большая вовлеченность всех слоев населения (включая осужденных) в сферу образовательных услуг как на возмездной, так и на безвозмездной основах. Профессиональное образование и профессиональное обучение как очень важный и необходимый элемент в отечественной пенитенциарной системе регулируется различными источниками права, относящимися и к системе уголовно-исполнительного законодательства, и к системе образовательного законодательства РФ. Целями правового регулирования отношений в сфере образования являются установление государственных гарантий, механизмов реализации прав и свобод человека в указанной сфере, а также защита прав и интересов участников отношений в сфере образования. Problem statement of the scientific article is due to the fact that every citizen of the Russian Federation, regardless of his social status has the right to education. However, some categories of citizens cannot exercise this right due to their special legal status, in particular, we will talk about convicted persons. Unimpeded access of this category of citizens to the educational process has a positive impact on the social safety and security of each individual, since the level of education of convicted persons directly affects the degree of their correction. At the moment on the territory of our country there is a great involvement of all segments of the population (including convicts) to the sphere of educational services free or for a fee. Vocational education and training as a very important and necessary element in the domestic penitentiary system is regulated by various sources of law relating to both the system of penal legislation and the system of educational legislation of the Russian Federation. The objectives of legal regulation of relations in the field of education are the establishment of state guarantees, mechanisms for the implementation of human rights and freedoms in education, as well as the protection of the rights and interests of participants of relations in the educational field.

scholarly journals Effectiveness Of Applying Modern Methods In Foreign Language Teaching

2021 ◽  
Vol 03 (04) ◽  
pp. 244-251
Author(s):  
Odina Makhamadaliyevna Mukhamedova ◽  
◽  
Nazira Abdusamatovna Akramova ◽  
Maftuna Asatullo Qizi Boboraimova ◽  
Nargiza Salaxiddinovna Atabayeva ◽  
...  
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Information Technologies ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Skills Transfer ◽  
Effective Use ◽  
Day By Day

In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.

scholarly journals Formation of mediation competence of participants in the educational space of the Krasnoyarsk Territory in the Siberian Federal University

2020 ◽  
Vol 47 (5) ◽  
pp. 413-428
Author(s):  
Olga G. Smolyaninova ◽  
◽  
Vera V. Korshunova ◽  
Olga O. Andronnikova ◽  
◽  
...  
Keyword(s):  
Emotional Awareness ◽  
Academic Community ◽  
Educational Process ◽  
Control Group ◽  
Behavior Changes ◽  
Test Results ◽  
Interethnic Relations ◽  
Communicative Skills ◽  
Significant Difference ◽  
Trained Teachers

Introduction. The relevance of the study is due to the lack of trained teachers - heads of school mediation services and future mediators. Reducing the deficit is possible only through increasing the competence of teachers in the field of conflict resolution and the formation of the ability and readiness to use mediation practices aimed at creating a conflict-free educational environment and harmonizing interethnic relations in a multicultural educational space. The authors presented a component-wise model of the formation of mediated competence of participants in the educational process from among the heads of school mediation services and future mediators and tested it. Materials and methods. The study used methods of measuring the components of mediation competence: communicative, information-analytical, organizational and managerial, emotional. The study involved two groups: students of the professional retraining program “Mediation. Psychology of Conflict Management ”55 people (experimental group) and 60 people (control group), teachers who are not trained in mediation programs. Comparative analysis of groups was carried out using the U-Mann-Whitney test. Results. Analysis of the effectiveness of the formation of mediation competence showed significant differences (p <0.05) on a number of scales that affect the effectiveness of the formation of components of mediation competence. Significant changes (p <0.05) were revealed in terms of the parameters of the severity of communicative skills, which indicates the formation of a confident partner style of behavior. Changes in the components of emotional competence are significant: emotional awareness (p = 0, 002), emotion management (p = 0, 045), recognition of other people's emotions (p = 0.021). There is a significant difference in the formation of information and analytical competence (p <0.05), primarily in the parameter of motivation (p = 0.000) of using mediation practices to resolve conflicts. Conclusion. It was revealed that the formation of the mediation competence of participants in the educational space of the Krasnoyarsk Territory can go through professional retraining programs and will be effective when combining the efforts of the academic community and practicing mediators, professional mediator communities and the cooperation of resources of various Siberian universities.

scholarly journals Dialogue as A Means of Developing Students' Communicative Literacy

2021 ◽  
Vol 58 (1) ◽  
pp. 2759-2769
Author(s):  
Gafurova Gulrukh Baxtiyarovna
Keyword(s):  
Individual Characteristics ◽  
Educational Process ◽  
Childhood Studies ◽  
Ethical Standards ◽  
Communicative Skills ◽  
The Past ◽  
Business Meetings ◽  
Conflict Situations ◽  
The Subject ◽  
Emotional Balance

The sphere of communication in general over the past two decades has attracted the attention of researchers. The nature of communication, its age and individual characteristics, mechanisms of course and change have become the subject of study by philosophers and sociologists, psycholinguists, specialists in the field of social child and age psychology. Most scientific research and psychological and pedagogical recommendations on the formation of communication skills are dedicated to childhood. Studies of the communicative skills of preschoolers were devoted to such scientists as A.V. Hawks, E.R. Saitbaev. The approaches to teaching communication, forming a communicative function are felt much more slowly than in other areas of pedagogy and psychology. This is because a child can be taught, for example, to draw (take his hand), but to physically help him speak is much more difficult. For graduates of schools it is necessary to be sociable, contact in various social groups, to be able to work together in different areas, preventing conflict situations or skillfully getting out of them. These skills should provide the young man with mobility, the ability to quickly respond in a changing world with a state of mental comfort, which provides emotional balance. In modern conditions, dialogue takes on a new meaning and quality, acting as the basic principle of the communicative content of education. A multicultural society, saturated with diverse communicative ties, involves not only the establishment of relations of cooperation, mutual understanding, but also the emergence of contradictions, polemic disputes. Therefore, the ability of school graduates to conduct a fruitful, effective dialogue in various fields of the sociocultural sphere, to learn the world not from monological (with a claim to absolute truth), but dialogically, pluralistically becomes the most important and communicative property. Meanwhile, observations of the experience of discussions, political meetings and rallies, business meetings, scientific conferences give reason to conclude that in many speeches there is no deliberation, depth and credibility of arguments, consistency and consistency of reasoning, compliance with ethical standards, flexibility of thinking and speed reactions. They still “see” the monopoly on truth, a special style of communication and belief with its monologue moral teachings and harsh, peremptory judgments. In this regard, communicatively-oriented education departs from the monologic way of teaching and reorientes to the dialogical one, which promotes the development of communicative properties among schoolchildren, namely: the ability to discuss, agree, argue, prove, agree (or disagree) [8]. In order for a modern graduate to possess these skills, it is necessary that he be taught this. This requires appropriate organization of the educational process of modern schools, lyceums and gymnasiums. In connection with the relevance of this problem, a research topic arises - Dialogue, as a means of developing students' communicative literacy.

scholarly journals Consideration of Students' Gender Characteristics in Teaching Foreign Languages

2020 ◽  
pp. 33-37
Author(s):  
Galina Veniaminovna Sorokoumova ◽  
Mariia Gennadevna Bibizhaeva
Keyword(s):  
Positive Impact ◽  
Educational Material ◽  
Educational Process ◽  
Team Cohesion ◽  
Foreign Languages ◽  
Male Students ◽  
Learning Material ◽  
Important Conclusion ◽  
Opposite Sex ◽  
Gender Characteristics

The article reveals the gender characteristics of boys and girls, which should be taken into account in teaching in general, and in teaching foreign languages in particular. Theoretical analysis of psychological literature has revealed the gender characteristics of students that must be taken into account when teaching foreign languages. Methods of research. To study the gender characteristics of students, we have developed an author's questionnaire that includes the study of the reasons for students' reluctance to speak English with representatives of the opposite sex and the tendency of students to work in groups. The results of study reveal the features of learning material by girls and boys, the gender reasons for students ' reluctance to speak English with representatives of the opposite sex, and the characteristics of female and male students to work in groups. Discussion of the research results. Based on the results of the research, the article develops recommendations for organizing the educational process, taking into account the gender characteristics of the assimilation of educational material by boys and girls. Conclusion. Based on the study, an important conclusion is made that the use of a gender approach in education has a positive impact on the development of students, their development of the curriculum, team cohesion, academic performance, motivation, and much more.

scholarly journals Modern Roles of the Teacher of a Higher Educational Institution

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 157-166
Author(s):  
Iryna Koteneva ◽  
◽  
Nadiia Karlova ◽  
Keyword(s):  
Higher Education ◽  
High School ◽  
Social Intelligence ◽  
Professional Competence ◽  
Educational Institution ◽  
Educational Process ◽  
Communicative Skills ◽  
Modern Development ◽  
New Concepts

Article is devoted to consideration of questions of transformation of a modern role of the teacher of high school which changes and supplements a substantial basis of its professional competence and demands reconsideration and acceptance of new concepts. The role and the functions of the teacher connected with problems of education of youth in educational space of high school that promotes formation of communicative skills and social intelligence of competitors of higher education which of objects of influence become its subjects is characterised. It is defined that consulting preceptorship of group carries out adviser – the key subject of the socially-humanitarian influence which functions essentially differ from functions of the curator in traditional understanding. Socially-humanitarian functions and roles of adviser of groups of competitors of higher education are presented, socially-humanitarian directions and forms of its work. Status definition in educational process of an institution of higher education of student's advisers is proved, the purpose of their activity, the primary goals and functions. The conclusion, concerning modern development of the Ukrainian higher school, its European orientation which demands from teachers of performance of a certain number of roles – not as instructors and a source of knowledge and as couch, facilitator, the tutor, the moderator, the mentor and adviser of an individual educational trajectory of competitors of higher education is drawn.

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