scholarly journals PЕАЛІЗАЦІЯ ІНДИВІДУАЛЬНОГО ПІДХОДУ В ПРОЦЕСІ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ НЕМОВНИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

2021 ◽  
Vol 1 (2) ◽  
pp. 297-304
Author(s):  
L. TERNAVSKA ◽  
◽  
R. KELEMBET ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Practical Knowledge ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Independent Work ◽  
Practice Of Teaching

The article is deals with the search for effective ways to organize independent work of students of non-language educational institutions. The author notes that the modernization of national education requires consideration of integration processes in European and world education. In this regard, it is necessary to ensure a modern attitude to educational standards, change the content of education, make adjustments to the direction of the educational process, approve a personality-oriented pedagogical system, introduce innovative teaching methods. The main purpose of teaching foreign languages in higher non-language institutions is to prepare specialists for practical knowledge of a foreign professionally oriented language. Mastering a foreign language is considered as the acquisition by students of communicative competence for practical use of a foreign language, namely: work with relevant foreign literature on the specialty, participate in conversation and international conferences, write articles in a foreign language, correspond with foreign partners. The main goals of students' individualization of foreign language learning include the following: filling gaps in the level of foreign language proficiency and timely elimination of the gap; development of intellectual outlook, mental qualities of the personality of students who play a leading role in mastering foreign language speech; formation of an individual style of mastering a foreign language; creating a positive emotional background of the educational process. In the context of an individually oriented approach to teaching foreign languages in the theory and practice of teaching, the concepts of autonomous learning stand out. Studies of the theory and practice of teaching a foreign language to students show that the introduction into the educational process of three main types of different types of independent work (copying, reproducing and creative) is quite appropriate. Key words: foreign language, independent work, individual approach, globalization.

scholarly journals Persepsi Mahasiswa Terhadap Proses Pembelajaran Kemahiran Bahasa

2017 ◽  
Vol 3 (4) ◽  
pp. 297
Author(s):  
Faisal Hendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Evaluation Process ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching Methodologies ◽  
Teaching Aids ◽  
Five Elements

<p><em>Abstrak</em><strong> - Keberhasilan penerapan kurikulum pembelajaran bahasa asing diperguruan tinggi harus didukung dengan kemampuan profesional pendidik dan lembaga pendidikan mengawal pelaksanaan lima unsur yang ada dalam kurikulum. Kelima unsur ini adalah: tujuan yang ingin dicapai dalam pengajaran bahasa asing, bahan ajar yang digunakan, metodelogi penganjaran yang dipakai oleh dosen, alat bantu pengajaran yang mendukung proses pembelajaran bahasa dan yang terakhir proses evaluasi yang digunakan dosen dalam menentukan sejauhmana keberhasilan pembelajaran bahasa asing yang dipelajari. Keseimbangan lima unsur dalam pembelajaran bahasa asing di Fakultas Sastra, Universitas Al Azhar Indonesia menjadi satu keharusan untuk diterapkan. Dari hasil penelitian ini didapatkan data bahwa lima unsur kurikulum dalam pengajaran bahasa asing di Fakultas Sastra sudah dilaksanakan dengan baik walaupun dibeberapa sisi masih perlu untuk ditingkatkan lagi. Untuk mengembangkan kurikulum dan meningkatkan proses pembelajaran kemahiran berbahasa asing di Fakultas Sastra, Universitas Al Azhar Indonesia kedepannya, maka penelitian ini dilakukan.</strong></p><p><em><strong>Kata kunci:</strong> persepsi, mahasiswa, proses pembelajarn, kemahiran berbahasa</em></p><p><em>Abstract</em><strong> - The success of the curriculum of foreign language implementation at a University level should be supported by the educator’s professional skills and educational institutions itself that supports the implementation of the five elements in the curriculum. These five elements are: the goal in teaching foreign languages, the teaching materials, the teaching methodologies used by lecturers, the teaching aids that support the process of language learning and finally, the evaluation process used by lecturers in determining how far the success of the foreign language learning studied has achieved. The balance of these five elements in foreign language learning at the Faculty of Letters, Al Azhar University of Indonesia becomes a must to apply. From the results, this study obtained data that the five elements of the curriculum in the teaching of foreign languages in the Faculty of Letters has been implemented well, although some areas still need a lot of improvement. To develop the curriculum and improve the process of learning foreign language proficiency in the Faculty of Letters, Al Azhar University of Indonesia in the future, this research is conducted.</strong></p><p><em><strong>Keywords</strong>: perception, student, learning process, language proficiency</em></p>

scholarly journals Foreign Language Learning at a Technical University in the Modern Period

2020 ◽  
Vol 10 (6) ◽  
pp. 139
Author(s):  
Margarita Ivkina ◽  
Lyudmila Merkulova ◽  
Olga Martynova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Learning System ◽  
Foreign Languages ◽  
Professional Activity ◽  
Self Development ◽  
Foreign Language Proficiency ◽  
Technical University

Abstract Introduction. The article is devoted to the problems of the foreign language learning at a technical university. The theoretical importance of the research is in the analysis of the existing language learning system at a technical university in light of a modern engineer’s professional activity model’s change. Grounding of certain corrections in the language learning system also provides the theoretical importance of the research. The practical importance of our research is in the modification of the existing language learning system based on the environmental and activity approaches. Materials and Methods. While carrying out the research we used a complex of methods; that is: literature analysis, empiric and praxymetric methods, and a modeling method. Results. 4 main types of an engineer’s professional activity are defined in the engineer’s activity model. These types correspond to the main activity types by M.S. Kagan’s concept – value-motivating, cognitive, reorganizing and communicative activities. An engineer’s activity results analysis led to discovering new features in the engineer’s personality structure lying in the communicative competence role increase. It was also found out that successfulness becomes a link between value-motivating and communicative activities. Consequently, we have made a conclusion on the increasing demands to the students’, masters’, post-graduates’ and academic researches’ language proficiency. Foreign language proficiency should provide for the ability to participate in the international conferences, to attend foreign professors’ lectures, and to take part in the students’ exchange programs. All of the above presupposes rather high foreign language proficiency and requires a foreign language learning system creation. The authors analyzed language learning courses at a technical university and carried out a post-graduates’ survey. As a result, lack of syllabuses being able to fill in the gaps in language proficiency and to support speech skills was found out. Basing on the conclusions mentioned above an extra multi-purpose and multi-level structure syllabus was worked out. This syllabus allowed to solve the existing programs, to increase foreign language learning and general learning motivation, to create conditions for self-development and self-realization in the professional activity. The article also describes in detail a foreign language learning system developed by the Department of Foreign Languages and Russian as a Second Language in the general learning environment of a technical university, which acquires for the modernization and reaching the education level corresponding to the leading universities’ level. Conclusion. The learning environment created by the Department of Foreign Languages and Russian as a Second Language of Samara National Research University named after academician S.P. Korolyov and including a compulsory language learning system and a system of extra language learning courses provides for the students’ individual needs in foreign language proficiency satisfaction at various levels. It also provides for their intellectual and moral self-development.

INDEPENDENT WORK OF UNIVERSITY STUDENTS STUDYING FOREIGN LANGUAGES IN DISTANT LEARNING ENVIRONMENT

2020 ◽  
Author(s):  
I. N. Kokorina ◽  
D. V. Shalimova
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Distant Learning ◽  
Independent Work

The article analyses peculiarities of students' independent work while studying foreign languages in longtime EI environment. Methods and methodology guidelines for organizing university students' independent work are considered; some instructional devices for distant foreign language learning are clarified.

scholarly journals Developing students’ cognitive and communicative skills when learning foreign languages

2019 ◽  
Vol 69 ◽  
pp. 00037
Author(s):  
Helena Tsoupikova ◽  
Margarita Tsyguleva ◽  
Maria Fedorova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Different Types ◽  
Research Findings ◽  
Independent Work ◽  
Development Of Students

The article is devoted to the problem of forming and improving students’ cognitive skills in connection with development of communicative skills. The aim of the article is to study the effects of designing supporting schemes of different types on development of students’ cognitive and communicative skills in the process of learning a foreign language. The authors summarized research findings on regularities of foreign language learning by university students and revealed conditions of enhancing the effectiveness of this process. The authors have justified the necessity and appropriateness of supporting schemes application when teaching foreign languages that are analogues of inner speech universal subject codes. The authors came to the conclusion that one of the most efficient ways to form and develop students’ cognitive and communicative skills is to involve them in self-education, provide them with an appropriate algorithm of conscious and independent work with information, with each stage being constantly self-controlled.

scholarly journals Crossing the bridge to literacy in foreign languages: C-test as a measure of language development

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Ingrid Gogolin ◽  
Birger Schnoor ◽  
Irina Usanova
Keyword(s):  
Language Development ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Skills ◽  
Panel Study ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
School Students

Abstract Throughout an educational career, literacy skills become more elaborated. However, little is known about the development of reading and writing skills in foreign languages in adolescents. In this contribution, we focused on the development of language skills in the foreign languages English and French in Germany as measured by a C-Test. Hereby, we aimed to explore the potential of C-tests to provide a differentiated approach to the assessment of foreign language development in secondary school students. We draw on the data from the German panel study “Multilingual Development: a Longitudinal Perspective” (MEZ) on students’ language skills in the foreign languages English (n = 1987) and French (n = 662). We investigated the differences in the means of “classical” and “word recognition” scores in English and French C-tests and the development of these differences. The application of both scores in our study provided differentiated information on students’ receptive and productive aspects of literacy in adolescents and showed that students in secondary school are still on their way of developing spelling skills in both foreign languages. Furthermore, our results reveal that the receptive and productive components of language proficiency show different developmental patterns at various stages of foreign language learning.

scholarly journals On Some Difficulties in Students’ Independent Work in Learning Foreign Languages

2019 ◽  
Vol 8 (7) ◽  
pp. 106
Author(s):  
Asiya Mirgasimovna Ilyasova ◽  
Alsu Saetzianovna Khakimzianova ◽  
Bulat Ildarovich Fakhrutdinov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Questionnaire Survey ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
New Information ◽  
Independent Work ◽  
Positive Effect

The study conducted a questionnaire survey of university students, the purpose of which was to determine how students do their independent work while learning a foreign language and to reveal the difficulties in this process .The whole learning process of a structured in such a way as to arouse students' interest in those materials on the language that carry important and new information, in order to constantly maintain the desire to learn the language at home, so that students can see this need. Only in this case the study can have a positive effect on the development of such student qualities, purposefulness, organization, and perseverance.  A brief analysis of students' answers about difficulties in independent work while learning foreign languages, the investigation emphasize that for the organization of the foreign language learning process, it is important to investigate not only the issues of the teacher’s work, questions of teaching methods, but also questions of organizing student’s work, namely, questions of studying and mastering skills in foreign languages.

scholarly journals FOREIGN LANGUAGES IN THE WORLD’S GENERAL SCHOOL EDUCATION: CURRENT SITUATIONS AND PROBLEMS

2019 ◽  
Vol 35 (5) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Western Europe ◽  
Foreign Language Learning ◽  
School Education ◽  
Theory And Practice ◽  
Foreign Languages ◽  
The World ◽  
General School

This paper examines the current situation and the teaching of foreign languages at general school education level in some selected regions, countries and territories in the world: Western Europe, the USA, Singapore, China, Hong Kong, Taiwan, Japan, Malaysia, and Indonesia. The paper brought to light a number of significant features of which five seem to be prominent: teaching foreign languages in the world presents a highly diverse picture; all regions, countries and territories exercise a multi-foreign language policy, but English is the most learned foreign language and takes up a dominant position; there is a tendency to introduce foreign languages (particularly English) at an earlier stage of education; while it cannot be denied that English has become the most learned foreign language, other languages such as Chinese, Russian, Japanese, French, Spanish, German, etc. are also introduced into the general school education in a number of countries; and there are still big gaps and mismatches between policy and practice, between theory and practice, and between practice and practice. These features of foreign language teaching and learning and the problems experienced in these regions, countries and territories in the world can be useful points of reference for Vietnam in the process of renovating foreign language learning and teaching in general school education.

scholarly journals The problems of the development of foreign language communication skills of non-linguistic specialities' students

2020 ◽  
Vol 100 (4) ◽  
pp. 145-154
Author(s):  
D Jantassova ◽  
◽  
Dorin Isoc ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Extracurricular Activities ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Team Work ◽  
Foreign Languages ◽  
Professional Activities ◽  
Language Communication

The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.

scholarly journals Creative thinking method of foreign language learning at a non-linguistic university

2021 ◽  
Vol 127 ◽  
pp. 01020
Author(s):  
Stanislav Leonidovich Bukovsky
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detailed Analysis ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Learning Techniques ◽  
Methodical Basis ◽  
The Given

This article is devoted to the analysis and development of a creative method and creative techniques for teaching a foreign language at a non-linguistic university. The study aims to develop a methodological basis for the technological way of teaching foreign languages at a non-linguistic university. The author presents definitions of the notions and concepts of creative teaching, functions, and techniques of teaching foreign languages at a non-linguistic university. The article presents the theory and practice of a creative method of foreign language learning, including a detailed analysis of the principles and concept basis and techniques of the given method. The results of the experimental scientific research are presented and can be used in speaking lessons at non-linguistic universities. The paper provides a detailed analysis of the theory of the given method in the form of didactical and methodical principles of foreign language learning, its structure, aims, and content, and also an algorithm of learning techniques. Therefore, there is a description of creative thinking as a didactical and methodical basis of foreign language learning and particularly speaking learning. The article also presents the diversity of appropriate exercises, comprising both creative thinking drills and communicative tasks, making it possible to develop communicative skills at a non-linguistic university.

scholarly journals SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"

2018 ◽  
pp. 34-37
Author(s):  
I. Shestopalova ◽  
K. Potapenko
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Solid Base ◽  
Moral Norms ◽  
Professional Activities

The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other peoples, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co- exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.

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