scholarly journals Implementation of the meta-subject approach in the process of foreign language training of future teachers at a pedagogical university

2021 ◽  
Vol 102 (2) ◽  
pp. 195-202
Author(s):  
A. Kabbassova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activity ◽  
General Strategy ◽  
Future Teachers ◽  
Learning Skills ◽  
Language Knowledge ◽  
Second Year

A future teacher who speaks foreign language is in more demand by school today than ever before. Pedagogical universities change their activities to meet the school educational system’s requirements. The need of English for future teachers is determined by the necessity of subject activity. In the process of teaching the teacher not only stimulates the mastering of the basics of science, but also creates the opportunity to develop learning skills, critically realize their experience of foreign language usage. First and second year students, while learning foreign language, improve their speaking skills, learn to use the best way to build their learning activity. The goal of the next step of professional training is to master teaching methods, which will let the students use their foreign language knowledge. Teaching English on the basis of meta-subject approach principles will allow to solve these problems. The article is devoted to the analysis of solving the problems of foreign language education of future teachers. The author suggests using the meta-subject potential of a foreign language as a general strategy of foreign language education. The experimental pedagogical work carried out at the Pavlodar Pedagogical University allows us to draw a conclusion about the effectiveness of the proposed ideas.

scholarly journals Problems of foreign-language education of future educators in the context of the search for a new model of humanitarian education

2021 ◽  
pp. 15-21
Author(s):  
Inessa Anikina ◽  
Iryna Onishchuk ◽  
Ruslana Presner ◽  
Olha Osipchuk ◽  
Andrii Turchyn ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Diagnostic Methods ◽  
Future Teachers ◽  
Council Of Europe ◽  
New Model ◽  
Self Evaluation ◽  
Language Knowledge

Important for the research of the problem of foreign-language education of future teachers of humanitarian specialties in the twentieth century was the search for a new model of humanitarian education, its direction towards forming the system of values, spiritual guidelines, and social norms that determine the dynamics of the development of human civilization, which set new requirements for the level and effectiveness of foreign-language education. The analysis of standards applied in the foreign practice of foreign-language education makes it possible to identify categories of foreign-language knowledge and skills that need to be reflected in documents developed in Ukraine. The use of international experience in the standardization of pedagogical activities in foreign language education and the development of qualification requirements, professional standards, and certification procedures, diagnostic methods for assessing and self-evaluation of pedagogical activities in a foreign language can be used in the process of modernizing the practice of teaching foreign language education for future teachers of humanities at pedagogical universities of Ukraine. Foreign language education of future teachers of humanities is understood as the process and result of the training of specialists in the field of foreign languages with a set of competencies, systematic knowledge, and practical skills that allow solving theoretical and practical tasks on the profile of foreign language training. The influence of the strategic documents of the Council of Europe during the study period on improving the quality of foreign-language education of future teachers of humanities in Ukraine is due to the recommendations of the Council of Europe on language education and the peculiarities of the European educational space, its innovative nature.

scholarly journals Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education

2020 ◽  
pp. 168-175
Author(s):  
Valeriia Shkarlet ◽  
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Intercultural Communication ◽  
Professional Training ◽  
Foreign Languages ◽  
Future Teachers ◽  
Modern Times ◽  
Multicultural Environment ◽  
Language Knowledge ◽  
History Of

The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

scholarly journals The Importance of Foreign Language Education

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Sarka Hubackova
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Academic Community ◽  
German Language ◽  
The European Union ◽  
Language Knowledge ◽  
Ways Of Life

Foreign language knowledge is a basis of understanding other cultures, different ways of life and of intercultural communication. What is more, foreign languages offer an advantage when it comes to getting job, they facilitate travelling; they open the possibilities to study abroad. The European Union encourages and supports foreign language teaching and learning.  European Union documents are made available multilingully, so that they becme pervious to all citizens of member countries. Foreign language education has a long- tradition in the Czech school system. At its disposal, it has l sophisticated methods. They are continuously modernized and harmonized in accordance with recommendations, documents and projects concerning the language policy of European Council and Commission. The academic community gets the familiarization with them by means of national and international activities.       Keywords: Blended learning; Foreign language; Language education; German language 

scholarly journals THE ROLE OF PERSONALLY ACTIVE APPROACH IN FUTURE TEACHERS’ FOREIGN LANGUAGE PROFESSIONAL COMPETENCE FORMATION

2020 ◽  
Vol 66 (2) ◽  
pp. 240-244
Author(s):  
S.S. Imanaliyeva ◽  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Standards ◽  
Future Teachers ◽  
New Paradigm ◽  
Active Approach ◽  
Scientific Papers

This article aims to identify the definition and the role of personally active approachin future teacher’s foreign language professional competence. Initially, it observes the relevance of the issue of foreign language education and new paradigm in education system globally and in Kazakhstan. Also, the author analyzes different scholars’ opinions about a professionally competent foreign language teacher and his characteristics, supporting it with state and international educational documents. The article also observes the definitions of personally active approach and its usage in education. Furthermore, the article deals with arguments proving the role of personally active approach in future teachers’ foreign language professional competence formation. Analyzing the data from various scientific papers, articles and books, state and international educational standards, the author makes a conclusion in the end of the article.

scholarly journals A Study of the Training Mode of Practical Talents of Foreign Languages in Colleges and Universities

2018 ◽  
Vol 9 (5) ◽  
pp. 1067
Author(s):  
Yuan Kong
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Teaching Practice ◽  
Language Education ◽  
Training Model ◽  
Foreign Language Education ◽  
Teaching Management ◽  
Training Mode ◽  
Local Construction ◽  
Education In China

Foreign language education in China has achieved remarkable achievements in the past hundred years. At present, the development of foreign language majors in China is fast, but there are still many problems: how to make characteristics according to different regions and institutions, how to make foreign language majors serve local construction, and how to integrate training talents with national strategies. These questions need to be pondered over. This paper starts from the era of the gap between foreign talent demand and foreign talent ability, analysis of training foreign language majors of the present mode, mainly from the curriculum system, teaching methods, teaching management and teaching practice to explore how to cultivate the needs of the era of application oriented foreign language professionals, to provide reference for the talents of our country college foreign language professional training model of reform.

Teaching Intercultural Competences During Distance Learning

2021 ◽  
Author(s):  
Petra Ivenz ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activity ◽  
Intercultural Studies ◽  
The Past ◽  
The World ◽  
Insight Into

In the past year, the world of education in Slovakia went through a significant change due to the worldwide pandemic. At the universities, the subjects got transferred to the online world, and the curriculum, lectures, seminars, and activities within the seminars had to be adapted to this situation as well. This paper will introduce a learning activity that is used to develop the sociocultural knowledge of the students of intercultural studies within foreign language education. It will provide an insight into how the learning is performed when the students are in the classroom and how it had to be adjusted for online teaching. The outcomes of the learning activity will be presented within the paper as well to compare if they change based on the environment in which the learning was performed.

The conceptual-technological model of formation of future foreign language teachers’ awareness of the monitoring activity

2019 ◽  
Vol 2 ◽  
pp. 24-39
Author(s):  
Ірина РОЖЕЛЮК ◽  
Наталія НАГОРНА ◽  
Ірина АНДРЕЙКОВА
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
New Development ◽  
Educational Tests ◽  
Monitoring Activity

This article is devoted to the elucidation of the essence and results of a pedagogical experiment focused on the formation of future foreign language teachers’ awareness for monitoring activity. The pedagogical conditions which are believed to enhance the effectiveness of the process in question, - have been revealed therein. Among the said conditions, the following ones have been determined as leading: the intensification of the role of the pedagogical monitoring and organization of relevant pedagogical educational researchbased activities within the framework of pedagogical disciplines studied; the support of professional development of a teacher as the participant, organizer and facilitator of quality foreign language education and multi-cultural upbringing. Based on of the above-mentioned pedagogical conditions a conceptual model named “Formation of Future Foreign Language Teachers’ Awareness for Monitoring Activity in the Process of Their Professional Training” has been elaborated. The said model functions as a unity of the following components: motivational, didactic-strategic, organizational, content-technological, evaluative. The results of this model’s approbation in the process of the pedagogical experiment carried out have proved its high effectiveness. Furthermore, we have been able of revealing the essence of future foreign language teachers' awareness for monitoring activity being an important professional new development of their personality as consciously acting organizers, dispatchers and facilitators of quality foreign language teaching, deemed important for the future teachers' capability to plan, implement, correct and assess the results achieved during relevant educational tests carried out.

MULTIFUNCTIONALITY IN UNIVERSITY FOREIGN LANGUAGE EDUCATION: FROM AIMS TO TECHNIQUES

2020 ◽  
Vol 8 (4) ◽  
pp. 1429-1448
Author(s):  
Elena V. Borzova ◽  
Maria A. Shemanaeva
Keyword(s):  
Foreign Language ◽  
Quantitative Methods ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Teachers ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Wide Range ◽  
Subject Specific ◽  
Key Competences

Purpose of the study: The objective of this study is to highlight one effective type of task (namely multifunctional) which enhances students` integral outcomes (key competences, subject-specific competences, and personal values) in university foreign language education. The authors set the aim to investigate whether these tasks can be used as tools to achieve multiple educational objectives, and which conditions can promote this end. Methodology: A combination of both qualitative and quantitative methods of action research was used in the study. The study embraced both non-language and language students with a wide range of foreign language levels, all future teachers of language and non-language subjects. The first part was based on the traditional PPP (“present, practice, produce”) model, the second part suggested the incorporation of multifunctional tasks into classroom activities. The qualitative and quantitative methods used in the study included a literature review and practice analysis, student interviews and questionnaires, observation, and classroom task probation. The authors also elaborated on a variety of criteria to evaluate the students` integral results. Main Findings: The outcomes of the research confirmed the effectiveness of the multifunctional tasks in terms of their contribution to the achievement of education integral outcomes. Such tasks allow noticeably improving the students` foreign language communicative competence. Simultaneously, they contribute to the development of the students` key competences as well as some personal qualities. Applications of this study: Multifunctional tasks are easily modified to different content and foreign language levels. Such tasks can also help students build up their individual learning paths in their future lifelong learning. Similarly, as future teachers, students may acquire an algorithm on how to design such tasks in their professional activities. Novelty/Originality of this study: The authors attempted to design special teaching and learning tools that allow achieving complex educational outcomes in professional foreign language education. The multifunctional tasks that they highlight in their research are multi-focused and multi-faceted which, with a high degree of probability, results in developing both the students` key and subject-specific competences.

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