The development of speech activity in students

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.

Gamification as a method of increasing motivation of law students in learning English language

SENTENTIA European Journal of Humanities and Social Sciences ◽

10.25136/1339-3057.2021.4.35756 ◽

2021 ◽

pp. 22-29

Author(s):

Susanna Seitbilyalovna Emirilyasova

Keyword(s):

Higher Education ◽

Virtual Reality ◽

Foreign Language ◽

Teaching Methods ◽

English Language ◽

Educational Process ◽

Law Students ◽

Linguistic Research ◽

Educational Motivation

This article deals with the main approaches of «gamification» as a new concept in the context of higher education, as well as an exceptional peculiarity of the phenomenon in enhancing motivation of the students majoring in law. Gamification is a relatively new branch of linguistic research. Multiple scientific works are currently dedicated to virtual reality as an integral and perspective part of education, which includes certain motivational mechanisms. Special emphasis is placed on the internal and external educational motivation of students. The ways to increase motivation through gamification in the educational process are introduced. Particular attention in the article is paid to the role of the English language teacher. One of the fundamental tasks of the teacher of the XXI century consists in the introduction of gaming technologies into teaching a foreign language. It is proven that the implementation of gamified teaching methods will lead to student engagement and better attitude towards the English language, since involvement into online educational content allows the students to enjoy the immediate results of their work and feel content for the points earned. The use of gamification tools in the system of learning a foreign language is an appropriate way to improve attendance and activity of law students.

Theoretical Design of the Formation of Professional Communicative Competence of Future Non-Language Experts in the Process of Learning a Foreign Language

SHS Web of Conferences ◽

10.1051/shsconf/202110002002 ◽

2021 ◽

Vol 100 ◽

pp. 02002

Author(s):

Oleh Lazariev ◽

Yuliia Fernos ◽

Nataliia Komisarenko ◽

Liudmyla Movchan ◽

Olena Oliinyk

Keyword(s):

Higher Education ◽

Foreign Language ◽

Education System ◽

English Language ◽

Communicative Competence ◽

Education Institution ◽

Educational Process ◽

Foreign Languages ◽

Theoretical Design ◽

Everyday Communication

Competence-based technologies used for teaching a foreign language in non-linguistic higher education institutions, put at the center of all education system student competence, providing comfortable, conflict-free conditions of its development, realization of natural and acquired potentials. The construction of a competence-based educational process presupposes the orientation of the training space on the competence sphere of students. The studied experience makes it possible to identify competencebased “platforms”, as well as the main “landmarks” for teaching a foreign language to future experts of non-linguistic specialties. Not only the general English language course, which is quite universal for all specialties, but also the professionally-oriented course, which depends on the chosen specialty in the higher education institution, acquires great importance in the training of future non-language experts. The competence orientation of teaching foreign languages to students of non-linguistic specialties is to ensure proficiency in a foreign language within the framework of both everyday communication and in the specialty at a creative and professional level. Theoretical design of the formation of professional communicative competence of future non-language professionals in the process of learning a foreign language confirms the feasibility of the proposed method, allows us to theoretically justify its effectiveness.

INNOVATIVE PRINCIPLES OF ENGLISH LANGUAGE TEACHING AT NON-SPECIAL FACULTIES OF HIGHER EDUCATION INSTITUTIONS

Collection of Scientific Papers of Uman State Pedagogical University ◽

10.31499/2307-4906.2.2021.236670 ◽

2021 ◽

pp. 128-136

Author(s):

Ivan Rusnak ◽

Maryna Vasylyk

Keyword(s):

Higher Education ◽

Foreign Language ◽

Teaching Methods ◽

English Language ◽

Higher Education Institutions ◽

Language Education ◽

Educational Process ◽

Practical Significance ◽

Multimedia Technologies

The article substantiates the relevance of improving the quality of foreign language education of graduates of higher education institutions of non-special faculties as a means of their professional mobility in the domestic and world labor market and intercultural communication in modern globalized world. It is focused on ensuring the innovative development of its teaching methods, the introduction of modern technologies, bringing the learning process in line with world and European requirements.The classification of teaching methods in pedagogical science is considered, among which the classification of A. Beliaev, based on the active interaction of subjects of the educational process, is determined as the most appropriate for mastering a foreign language.The most effective didactic methods (project method, method of “brainstorming”, method of business and didactic games) are described. They are applied in learning English at non-special faculties and specific examples of their use in classes both in the classroom and outside it, in real professional and life situations.The peculiarities of using modern information and multimedia technologies in teaching English and innovative approaches in the formation of skills and abilities in reading, writing, communicative competencies are highlighted. The didactic possibilities of electronic platforms MOODLE and Pearson in proficiency in English are revealed.It was found that the expansion of interstate ties, integration into Europe, adherence to world values and the process of globalization has increased the opportunities for contacts with native speakers. Therefore, the study of a foreign language in higher school acquires practical significance, and the communicative function of the language plays a major role in the process of expressing feelings, judgments and assimilation of information and knowledge presented in any form. Keywords: English language, innovative principles, teaching methods, information technologies, multimedia technologies, non-special faculties, educational applicants, communicative competences, institutions of higher education, educational process.

Gamification as a powerful EFL motivator for law students

Педагогика и просвещение ◽

10.7256/2454-0676.2021.2.35731 ◽

2021 ◽

pp. 103-112

Author(s):

Susanna Seitbilyalovna Emirilyasova

Keyword(s):

Higher Education ◽

Virtual Reality ◽

Foreign Language ◽

Teaching Methods ◽

English Language ◽

Educational Process ◽

Law Students ◽

Linguistic Research ◽

Educational Motivation

This article deals with the main approaches of «gamification» as a new concept in the context of higher education, as well as an exceptional peculiarity of the phenomenon in enhancing motivation of the students majoring in law. Gamification is a relatively new branch of linguistic research. Multicple scientific works are currently dedicated to virtual reality as an integral and perspective part of education, which includes certain motivational mechanisms. Special emphasis is placed on the internal and external educational motivation of students. The ways to increase motivation through gamification in the educational process are introduced. Particular attention in the article is paid to the role of the English language teacher. One of the fundamental tasks of the teacher of the XXI century consists in the introduction of gaming technologies into teaching a foreign language. It is proven that the implementation of gamified teaching methods will lead to student engagement and better attitude towards the English language, since involvement into online educational content allows the students to enjoy the immediate results of their work and feel content for the points earned. The use of gamification tools in the system of learning a foreign language  is an appropriate way to improve attendance and activity of law students.

METHODICAL PECULIARITIES IN THE USAGE OF ROLE PLAY IN STUDYING ENGLISH FOR THE NON-SPECIAL DEPARTMENTS AT THE ESTABLISHMENTS OF HIGHER EDUCATION

Cherkasy University Bulletin Pedagogical Sciences ◽

10.31651/2524-2660-2020-4-100-105 ◽

2020 ◽

pp. 100-105

Author(s):

Kateryna BABENKO ◽

Keyword(s):

Higher Education ◽

Foreign Language ◽

Communication Skills ◽

English Language ◽

Role Play ◽

Foreign Language Learning ◽

Educational Process ◽

Educational Activity ◽

Scientific Quality ◽

Learning Stage

Introduction. The article determines the place of the role play at the English lessons in the institutes of higher education. The attention is focused on the studying of the subject «Foreign language» for the nonspecial departments. The role play is the active method of studying English language. The play motivates for foreign language learning, it stimulates for development of students’ unassisted activity. The role play helps to remember grammar structures of the English language. Using of communicative situations which are approximate to the real events take possibilities for students to deal with in foreign language more fluently. The purpose of the article is finding of basic principles of role plays’ putting into the educational process. The role play is necessary to realize on the different learning stages. The article is directed to the opening of the point of the using of the role plays in the studying process. The methods of playing elements, minigames, role plays are used to achieve this purpose. The place of these ways on the lessons is determined in dependence of the learning stage and students’ language training. Results. Realization of the role play is needed for im- portant preliminary work. Complex using of didactic principles activates students’ educational activity. Principles of novelty, scientific quality, unassisted, systematization, visualization, activity, and consciousness are used in the process of teaching subject. Originality. Students do differentiated tasks in response to their various levels and linguistic training. Students’ wish to say their own opinion in English is approved. Lexical units and clichés which were studied unassisted introduce in practical using at the lesson. So, it takes place mutual enrichment and improvement of lexical communication skills. Conclusion. Complex using of didactic principles helps to increase students’ interest for the educational subject «Foreign language». Communication skills in English are improved thanks to systematic and succession in mastering of new teaching material. Role plays motivate for effectiveness of studying on the preparatory stage. The role play using is the most effective under systematization and generalization of knowledge with the definite theme.

USING OF MULTIMEDIA TECHNOLOGIES FOR DEVELOPMENT OF INTERCULTURAL COMPETENSE OF STUDENTS OF NON-LANGUAGE HIGHER EDUCATIONAL ESTABLISHMENTS

Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» ◽

10.25264/2519-2558-2020-9(77)-228-231 ◽

2020 ◽

Vol 1 (9(77)) ◽

pp. 228-231

Author(s):

Oksana Ternova

Keyword(s):

Higher Education ◽

Foreign Language ◽

English Language ◽

Computer Network ◽

Higher Education Institutions ◽

Educational Process ◽

Professional Activity ◽

Language Competence ◽

Information And Communication ◽

Multimedia Technologies

The modern realities require the need of a new approach and the usage of innovations in the foreign language teaching. This is due to the intensive development of the global computer network. Nowadays the purpose of studying of a foreign language for a future specialist is changing radically. In addition to professional qualifications, he or she must have the skills of fluent business communication in a foreign language in the context of professional activity. In the article the usage of multimedia technologies for the development of foreign language competence of students of non-linguistic higher education institutions is considered. It has been found that the usage of multimedia technologies in the process of informatization of the higher education is the process of using of the information and communication potential of the modern Internet technologies. The modern technical means of education affect the modernization of the educational process in general, as well as activate the mental activity of students and the creativity of teachers. The project method is one of the technologies in learning, including foreign languages, based on the modeling of the social interaction in a small group during the educational process. Also during English language classes the case technologies should be used. The main subject of the article is to prove the feasibility of using the innovative multimedia technologies for the enhancing the foreign language competence of students of non-linguistic higher education institutions.

GAMING FORMS AT FOREIGN LANGUAGE LESSONS AS A MEANS OF IMPROVING STUDENTS MOTIVATION TO STUDY ECONOMIC VOCABULARY

"EСONOMY. FINANСES. MANAGEMENT: Topical issues of science and practical activity" ◽

10.37128/2411-4413-2019-2-13 ◽

2019 ◽

pp. 151-161

Author(s):

Nataliia TYMOSHCHUK

Keyword(s):

Higher Education ◽

Foreign Language ◽

Professional Training ◽

English Language ◽

Educational Process ◽

Game Form ◽

Cognitive Approach ◽

Language Classes ◽

The Future ◽

Game Forms

The article investigates the problem of increasing the motivation of students of nonlinguistic higher education institutions to study the new scientific (economic) English vocabulary through the use of game techniques at foreign language classes. The motivation of the higher education institution student who studies a foreign language is a necessary component of the educational process. Today much attention is paid to the professional training of the future specialists, to the person adapting to the current conditions of the Ukrainian society development. We have become aware of the dominant role of language education. A specialist who speaks a foreign language has better prospects in job searching, studying abroad, participation in international projects and conferences, and getting acquainted with foreign professional experience. Our state is integrating into the European educational, economic and socio-cultural space. That’s why, a foreign language mastering is also necessary for the implementation of such an aspect of professional activity as the establishment of international contacts. These aspects, of course, determine the structure, goals, content and features of the educational process organization. The motivational and necessary pedagogical conditions for ensuring the qualitative professional training of the future specialist have been searched for an effective motivation of university students to study a foreign professional language, because effective use of motivation allows identifying internal reserves of personality for its development, education and upbringing. Motivation can affect both the performance of activities and the development of the personality. The aim of the article was to research the problem of increasing the students’ motivation of nonlinguistic higher institutions of education to study the new scientific (economic) English vocabulary through the use of game techniques at foreign language classes. The main form of teaching a foreign professional language at the university is a lesson. We tried to find out what students of the faculty of management and law of the Vinnytsia National Agrarian University prefer to do at the foreign language classes. It was found that 36% of respondents have choses classes on the new professional terms memorizing; 24% of students have given priority communicative skills; spoken language is prevalent for 22% of respondents; writing various statements and documents is the main thing for 8% of future managers, 10% attend classes to assess their level. So, the vast majority of students of the faculty of management and law of Vinnytsia National Agrarian University want to study new professional vocabulary at their English lessons. The results of monitoring on problem existing, the optimal form of new term memorizing and the most effective means of teaching and memorizing vocabulary among students of the faculty of management and law of Vinnytsia National Agrarian University are presented. A comparative analysis of the students’ marks and successes before and after the game forms application at the classes of foreign professional language is conducted. It is noted that mastering foreign language professional vocabulary is a key component of a foreign professional language, it enables to increase the efficiency of the educational process, contributes to the formation of a competent specialist who is competitive in modern conditions. The game forms of foreign professional economic vocabulary studying enhance the ability of students to memorize new English-language professional terms effectively. At our foreign language classes we have used three well-known vocabulary games, i.e. I Have Who Has, the Fly Swat Game, and puzzles for vocabulary training for two months (eight lessons). It should be noted that before the experiment two students (4%) had excellent marks; 20 students (40%) had good marks, 23 (46 %) students had "D" and "E" marks; 5 students (10%) received "FX". These studies have shown the effectiveness of using game techniques for studying foreign economic vocabulary. It was found that three students (6%) received excellent marks; 24 students (48%) received good marks; 22 students (44%) had "D" and "C" marks; only one student had a "FX" rating. We agree that the evaluation system is an integral part of the game technique, because it aims to ensure the control of the quality of the acquired knowledge. Of course, such a system performs both control and self-monitoring function. The content of the game form is determined, undoubtedly, by its educational objectives.However, games significantly increased the vocabulary of students; they also led to an increase of their motivation to study a foreign professional language. We think that vocabulary memorizing depends on the rationally, conscious perception of terminology by the recipients (students). We note that the cognitive approach is actively developing both in Ukrainian and world psychology, cognition, psychonometrics, psycholinguistics and linguistics, is intended to solve a difficult task. It consists both in memorizing foreign words and expressions and mastering the concepts, phenomena, processes, mechanisms. The more informed decisions student take in choosing the word, the higher the level of his cognitive awareness, the better the word is memorized. Thus, the use of game techniques increases the ability of students to remember new words, because they activate their cognitive activity. It is proved that the analyzed form of economic vocabulary teaching significantly improves the ability of students to memorize the new English-language professional terms effectively, increased their motivation to study the new terminology of the business English language. This publication has not researched all the aspects of the multifaceted nature of the problem under study, therefore, further research is considered promising. It is recommended to analyze the cognitive approach in teaching students of English terminology.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

Духовність особистості: методологія, теорія і практика ◽

10.33216/2220-6310-2020-94-1-39-50 ◽

2020 ◽

Vol 94 (1) ◽

pp. 39-50

Author(s):

Л. Е. Бєловецька

Keyword(s):

Higher Education ◽

Language Proficiency ◽

Teaching And Learning ◽

English Language ◽

English Proficiency ◽

Educational Process ◽

International Standards ◽

Degree Programs ◽

Scientific Publications ◽

Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v4i2.7975 ◽

2020 ◽

Vol 4 (2) ◽

pp. 84

Author(s):

Erda Wati Bakar

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Proficiency ◽

English Language ◽

Education Institution ◽

Ministry Of Education ◽

Language Curriculum ◽

English Curriculum ◽

The Common ◽

The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.