scholarly journals Teaching Spoken Production in Global Contexts 2021

2022 ◽  
Author(s):  
Nilakshi Phukan ◽  
Svitlana Volkova ◽  
Kateryna Tuliakova ◽  
Oleksandr Pasichnyk ◽  
Yuliya Kornytska
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Competence ◽  
Starting Point ◽  
Law Faculty ◽  
Good Starting Point ◽  
Methodological Principles ◽  
Kyiv Polytechnic Institute ◽  
Methodological Guidelines

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

scholarly journals Teaching Spoken Production in Global Contexts 2021

2021 ◽  
Vol 12 (4) ◽  
pp. 213-223
Author(s):  
Nilakshi Phukan ◽  
Svitlana Volkova ◽  
Kateryna Tuliakova ◽  
Oleksandr Pasichnyk ◽  
Yuliya Kornytska
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Competence ◽  
Starting Point ◽  
Law Faculty ◽  
Good Starting Point ◽  
Methodological Principles ◽  
Kyiv Polytechnic Institute ◽  
Methodological Guidelines

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

FORMING AND DEVELOPING CLIL-TEACHER’S COMPETENCES

2021 ◽  
Vol 71 (3) ◽  
pp. 38-45
Author(s):  
B.E. Bukabayeva ◽  
◽  
Z.A. Kemelbekova ◽  
G.A. Erzhanova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Activity ◽  
Training Module ◽  
Language Competence ◽  
Multilingual Education ◽  
Professional Teacher ◽  
Effective Use

The article deals with the relevance of the foreign language and professional training of CLIL teachers in Kazakhstan. On the basis of scientific sources, the analysis of the concepts CLIL, BICS, CALP, according to the definitions given by domestic and foreign authors was carried out. Currently, researchers are actively exchanging their views on the methods of forming foreign language professional competence and professional competence of CLIL specialists. The formation of the competence of a CLIL teacher is one of the main goals of multilingual education. As you know, today it is possible to further develop the quality of education through the effective use of the results of the teacher's professional activity. Since, a specialist is “tomorrow's competitive specialist in the labor market” who has received knowledge from a competent and professional teacher becomes a decisive force in the development of economy, technology, science, politics and society as a whole. Professional foreign language competence and professional competence are carried out only when the CLIL-teacher actively implements and develops his skills by attending courses and using them in practice. The importance and content of the language training module and the vocational training module that a CLIL teacher acquires at the end of the module are also considered in this article.

scholarly journals Stages of Developing Future Civil Aviation Pilots’ Vocabulary as an Essential Part of Their Professional Competence

2020 ◽  
pp. 79-86
Author(s):  
Т.А. Стародубцева ◽  
Е.Л. Воронянская
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
General Structure ◽  
Civil Aviation ◽  
Language Performance ◽  
Vocabulary Size ◽  
Language Competence ◽  
Learning Modules ◽  
General Linguistic ◽  
Aviation Pilots

В статье рассматривается этапность развития одного из шести компонентов иноязычной компетентности — словарного запасa. Особое внимание уделяется понятийному содержанию этого термина, его структуре в методическом, общелингвистическом и авиационном контекстах, акцентируется внимание на специфике развития лексических навыков в авиационном вузе. Обосновывается важность словарного запаса в общей структуре иноязычной компетентности будущего пилота. Понятийный анализ термина «словарный запас» позволяет дать ему авторскую формулировку, в полном объеме раскрывающую его специфику применительно к обучающимся авиационного вуза с учетом регистра речи. Этапами в данном исследовании выступают учебные модули, предусмотренные учебным планом и основной образовательной программой вуза. В процессе наблюдения за речевой деятельностью курсантов выявляется частотность ошибок, допускаемых при употреблении слов. В ходе проведения анализа авторы руководствуются требованиями Международной организации гражданской авиации, предъявляемыми к языковой компетенции авиационных специалистов, и определяют объем словаря, необходимого для осуществления эффективной коммуникации. The article deals with the stage-by-stage approach to the development of one of the six components of foreign language competence — vocabulary. Special attention is given to the conceptual content of the term vocabulary, its structural components, related to teaching technique, general linguistic and aviation contexts. The authors emphasize the peculiarities of the development of lexical skills at Aviation Institutes. The paper emphasizes the importance of vocabulary in the general structure of foreign language competence. A conceptual analysis of the term “vocabulary” suggests usage of vocabulary with a focus on its specific features at Civil Aviation Institutes, with regard to the register of speech. In this study, the stages are considered to be the learning modules specified by the syllabus and the principal educational program of the Institute. The process of monitoring the cadets' foreign language performance has revealed the frequency of mistakes made in the use of words. In the course of the analysis, the authors follow the requirements of the ICAO (International Civil Aviation Organization) for the language competence of aviation specialists and estimate the vocabulary size for effective communication.

scholarly journals FOREIGN LANGUAGE COMPETENCE OF TEACHERS

2020 ◽  
pp. 71-78
Author(s):  
Olga Voloshina ◽  
◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Research Methodology ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Language Competence ◽  
Criteria And Indicators ◽  
Professional Activities

This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.

scholarly journals СТРУКТУРА І ЗМІСТ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОГО НАВЧАЛЬНОГО СЕРЕДОВИЩА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ

2018 ◽  
Vol 63 (1) ◽  
pp. 162
Author(s):  
Nataliia V. Maiier ◽  
Tamara I. Koval
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Education Management ◽  
The Future ◽  
Information And Communication ◽  
Training Modules

The article substantiates and presents the structure and content of the information and communication learning environment for the formation of important components of the professional competence of the future teacher of foreign languages – a professionally oriented communicative competence other than language, methodical and innovative competencies. Taking into account the technical and didactic capabilities of the Moodle education management system, it is determined that it should be used to design the information and communication learning environment for the professional training of the future foreign language teacher. The structure of the electronic informational and methodological package for the discipline as a complex of electronic educational resources, combined into training modules, electronic cases, topics designed to provide a comprehensive system of teaching of future teachers of foreign languages for the development of professional competence in the process of independent out-of-class work is presented.

scholarly journals Experimental work of forming professional foreign language competence of law students

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Demchenko Dina ◽  
Oleg Shynkarov ◽  
Liliia Zaichenko
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Professional Training ◽  
Legal Profession ◽  
Law Students ◽  
Legal Systems ◽  
Language Competence ◽  
Foreign Countries ◽  
International Activities

The effectiveness of the system of professional training of future specialists is mostly defined by how consistently it is taken into account. Both students and professors understand the dependence of success of legal activity on the level of formed professional foreign language competence. Professional foreign language competence of future representative of legal profession, prioritize knowledge of foreign professional terminology, knowledge of legal systems of foreign countries. In addition to knowledge, students and professors noted the importance of applying this knowledge in practical international activities to achieve the success in formation of foreign language competence of future lawyers.

scholarly journals The usage of foreign language integrative potential for prospective agronomists’ professional competence development in the realities of globalization

2019 ◽  
Vol 8 (3) ◽  
pp. 300-303
Author(s):  
Elena Leonidovna Perkova ◽  
Svetlana Vyacheslavovna Nikitina
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Competence Development ◽  
Agricultural Products ◽  
Foreign Languages ◽  
Local Theory ◽  
Professional Literature ◽  
Advanced Experience ◽  
New Information

The paper is devoted to the problem of professional competence development of students majoring in Agronomy during the process of learning a foreign language. The authors indicate that the use of the integrative potential of a foreign language in modern realities is a source of professional knowledge, advanced experience and emphasize that the knowledge of a foreign language enables prospective agronomists to navigate in professional literature, on the market of agricultural products, as well as in the latest technologies, which results in their competitiveness in the agricultural sphere. Thus, learning a foreign language gives an agronomist an opportunity to improve professional competence and skills, to gain experience abroad, learn a lot of new information. In this regard, there is a necessity to update the content and structure, develop new approaches to organize the process of foreign language teaching to prospective agronomists. The paper notes the importance of Foreign Language course potential as an integrative factor influencing prospective agronomists professional competence development, and provides specific examples of its use. The paper analyzes the notions competence and prospective agronomists professional competence based on the views of domestic and foreign scientists. The authors underline the expediency of the competence approach use for professional competence development, which has recently transformed from a local theory into a social phenomenon that claims to be the conceptual basis of educational development. The provisions of the paper are based on the advanced research in the field of professional training and teaching foreign languages.

scholarly journals Linguo-sociocultural competence in the structure of the professional training of foreign language teachers

2018 ◽  
Keyword(s):  
Cultural Studies ◽  
Cultural Competence ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers

The article is devoted to the analysis of the role and the place of linguo-sociocultural competence in university teaching of the language and preparation for professional work of foreign language teachers, in particular, Chinese teachers of the Russian language. The invariant and variable aims of education and the communicative needs of students-philologists – future teachers in the current branches of communication are formulated: professional, socio-cultural, business, socio-political and colloquial. The modern points of view on the structure of professional competence of future foreign language teachers, the place of linguistic and socio-cultural competence in its structure are analyzed. The result of mastering a foreign language by this contingent of students should be an integrative communicative competence, which is a complex of key competencies: linguistic, conversational, socio-cultural and professional. The role of mastering the aspects of the language system, productive and receptive types of speech activity in the process of forming the professional skills of students in communication and studying in the socio-cultural sphere is described. Cultural studies components of the educational process organization are emphasized. The training of linguistic and socio-cultural competence should be carried out within the framework of the culturological approach. The most developed in the methodology aspect of this approach is linguistic and cultural studies. The linguistic-cultural knowledge, abilities and skills of foreign languages future teachers are systematized. The analysis of the main data formation of linguistic and socio-cultural competence is carried out on the example of the organization of the teaching Russian to Chinese students. Methodical solutions for the formation of professionally oriented linguistic and socio-cultural competence based on its cognitive-active model are proposed.

scholarly journals Сontent, Components and European Tendences of the Future Foreign Languages Teachers’ Professional Training

2019 ◽  
pp. 87-102
Author(s):  
Sabina Kotsur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Foreign Languages ◽  
Critical Study ◽  
Practical Training ◽  
The Future

The article analyzes different approaches to the  «professional training of a teacher» definition as a system of organizational-pedagogical measures and vocational training systems; a critical study, the improvement and experimental use of ideas; the purposeful, systematic and organized process of pedagogical influences; qualifications in the process of studying in the corresponding direction, specialty, educational program; systems of special knowledge, abilities and skills, competences, qualities. The peculiarities of the professional training of future foreign languages teachers are defined by the author as: a possession of units of a foreign language and the ability to use them in specific situations of communication; a consistency of the initial level of foreign languages knowledge received at school with the goals and objectives, methods and technologies of forming the personality of a student as a future specialist in the process of vocational training; the ratio of theoretical and practical training, special and psycho-pedagogical, methodical preparation; a symmetrical study of two foreign languages and bilingual life (Ukrainian and Russian); knowledge and appreciation of the cultural characteristics of a nation, the language of which is studied. The author also proposes the definition of the concept of «professional training of future foreign language teachers» as a dynamic system of organizational and pedagogical influences, which is characterized by the unity of goals, content, methods and technologies of professional training of students, which study foreign languages on a multi-lingual basis, and foresees the formation of readiness for their professional activity, a professional competence. The article deals with important components of the future foreign languages teachers’ training such as: the theoretical and linguistic training; the practical training; the professional-oriented theoretical training; the methodical one. The article analyzes the tendencies of future teacher training in the European region. Among the modern European approaches to foreign language teacher training, the author highlights the following main trends: the unification of requirements for professional training in the process of higher education integration into European educational space; the updating of goals and content of studying and teaching foreign languages, changing educational programs and state standards taking into account common European trends; the transition from the knowledge concept to the competence paradigm in higher education; the internationalization of education; the use of new flexible technologies in the study of foreign languages, the strengthening of the practical component of vocational training.

scholarly journals ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ В ІНШОМОВНІЙ ПІДГОТОВЦІ ФАХІВЦІВ З ОХОРОНИ КОРДОНУ КРАЇН ЄВРОПЕЙСЬКОГО СОЮЗУ

2018 ◽  
Vol 67 (5) ◽  
pp. 56 ◽  
Author(s):  
Andrii V. Balendr ◽  
Oksana I. Komarnytska ◽  
Ihor H. Bloshchynskyi ◽  
Oleksandr V. Didenko
Keyword(s):  
Foreign Language ◽  
Mobile Learning ◽  
Professional Training ◽  
Mixed Reality ◽  
Foreign Languages ◽  
Student Centered ◽  
Language Competence ◽  
Eu Countries ◽  
Training Course ◽  
Irregular Migrants

The article reveals the development of information and communication technologies (ICT) in the foreign languages training of the European Union countries border guards, such as: implementation of the student-centered approach; development of the communicative component of foreign languages training of border guards using ICT; introduction of mobile learning (using of mobile gadgets); the use of augmented, virtual and mixed reality technology. An overview of the possibilities of using augmented, virtual and mixed reality technologies based on the developed by FRONTEX Agency learning tools: An Electronic Training Course (ETC) "English for Personnel of the border crossing points"; ETC on the basis of mobile learning technology (m-learning), English for self-study of EU countries border guards - "English for border guards"; ETC "Training of marine safety specialists on board of a ship" using VR technology; training course on interviewing irregular migrants based on VR technology; interactive program for the first line officers on Schengen law. The content, structure and objectives of the electronic course "Communicative English for Border Guards’ professional use" based on the Virtual Aula web platform has been considered in detail. The training course is an example of an innovative, communicative educational tool for English learning, it is a student-centered, professionally-oriented one and contributes to the development of the professional foreign language competence of the personnel of the border guard authorities. The experience of developing an ETCs for the professional training needs of the border guards in the EU countries provides an opportunity for the specialists in the field of border guards training and education to develop professionally-oriented ETCs according to present-day requirements and common border guard educational standards. Summarizing the responses from the participants of the course shows its effectiveness and students’ motivation to improve their communicative foreign language competence, resulting in their average score increased from 3.92 to 4.11 points.

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