scholarly journals CONCEPTUAL BASIS OF THE TEXT-CENTRIC STUDY OF THE UKRAINIAN LANGUAGE

2021 ◽  
pp. 102-109
Author(s):  
Iryna Kucherenko
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Educational Process ◽  
Intellectual Activity ◽  
Empirical Observation ◽  
Speech Activity ◽  
Leading Role ◽  
Teaching Text

The article describes the dominant tendencies of modern language education and substantiates the relevance of the text-centric study of the Ukrainian language. In the system of educational institutions, the emphasis is placed on learning the knowledge of the theory of language and is directed to the practical ability to use them. The teaching of the Ukrainian language is currently considered in the area of the formation of the communicative competence of the linguistic personality, its ability to actively produce and reproductive speech activity in oral and written form, in different situations and spheres of communication. The purpose of the paper is to determine the advantages, value, and significance of the text-centric study of the Ukrainian language to characterize the essence of the methodology of forming the linguistic personality on a textual basis, to develop and experimentally verify the methodical system of development of communicative skills using the technology of the development of critical thinking. Methods of research: theoretical ‒ analysis and synthesis of scientific sources, analysis of current programs, textbooks, manuals; empirical ‒ observation of the educational process; interviews with teachers and students, professors and students, questionnaires; deduction, induction; pedagogical experiment; statistical ‒ quantitative and qualitative analysis of the obtained results. The leading role in the system of training linguistic personality belongs to the communicative and cognitive methodology of teaching the Ukrainian language. Critical thinking as a kind of intellectual activity of a person is characterized by a high level of perception, comprehension, and analysis of the text in order to create his own statement. Text-centric study of the Ukrainian language appears as an integral methodical system that forms the skills of working with information (text) in the process of reproductive and productive speech activity. The application of the technology of critical thinking to the practice of language learning contributes to the formation of communicative competence. Keywords: language personality, cognitive technique, communicative technique, technology of Ukrainian language teaching, text-centric approach, text, discourse, technology of critical thinking.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

scholarly journals Implementing Critical Thinking Tasks to Fostering English Learners’ Intercultural Communicative Competence in a Genre-based Learning Environment

2018 ◽  
Vol 11 (12) ◽  
pp. 154
Author(s):  
Luis Fernando Gómez-Rodríguez
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Intercultural Awareness ◽  
Two Samples ◽  
Significant Step ◽  
Deep Culture

The development of intercultural communicative competence in EFL (English as a Foreign Language) education in many countries is still a difficult goal to achieve. EFL teachers and learners require more tangible and concrete methodological approaches to foster this important competence in the classroom. Therefore, this reflection article aims at proposing the use of genre-based learning as a significant communicative language approach to foster English learners’ intercultural communicative competence (ICC) through a Sequence of Critical Thinking Tasks. Through two samples of genres, the article explains how the skills of discovery, of interpreting, and of relating, contained in the concept of ICC, can be articulated, complemented, and enhanced gradually through a set of more specific Critical Thinking Tasks. These mental skills can be useful to help learners understand, discover, interpret, and evaluate critically elements of deep culture that appear in different documents, genres, or texts produced by English-spoken cultures, other language communities, and learners’ own culture. Doing critical thinking tasks through genre-based approach can constitute a preliminary but significant step to enhance English learners’ critical intercultural awareness in EFL learning environments.

scholarly journals WAYS OF FORMATION OF STATEMENTS IN A FOREIGN LANGUAGE// International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021. P. 21-24.

2021 ◽  
Author(s):  
Ulzhamilya Bibatyrovna Serikbayeva ◽  
Zhanna Borisovna Erzhanova
Keyword(s):  
Foreign Language ◽  
Structural Model ◽  
Communicative Competence ◽  
Language Education ◽  
Chief Editor ◽  
Foreign Language Education ◽  
Educational Process ◽  
Teachers And Students ◽  
Common Goals ◽  
Methodological Principles

The purpose of the article is to offer a solution to the problem of development of communicative competence of students of non – linguistic faculties. The importance of establishing common goals and objectives by both sides of the educational process is shown. The problems faced by teachers and students in teaching a foreign language due to the lack of understanding of the structure of the studied language by students, their inability to develop an algorithm for the formation of foreign language statements. The importance of developing students ‘ strategic thinking in learning a foreign language is demonstrated. The General methodological principles underlying the tasks and exercises on the formation of the functional structural model of the studied language in the minds of students are formulated. The assessment of the state of foreign language education at the present stage is given. The necessity of changes in the guidelines for teaching students of creative specialties to obtain the expected results is proved. The main scientific result is the authors ‘ proposal on the formation of communicative competence through the development of existential and strategic competencies, as well as the development of an algorithm for the assimilation of knowledge about the structure of the studied language and their application in speech activity.

scholarly journals CLIL Approach to Legal English Courses: Analysis of Practice and Experience

2017 ◽  
Vol 10 (1) ◽  
pp. 136-149
Author(s):  
Elena Grigorievna Vyushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
Course Materials ◽  
Foreign Language Acquisition ◽  
System A ◽  
Question Formation ◽  
Language Teaching Methods

Summary The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.

EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

2020 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Ni Putu Linda Nariyati ◽  
Sudirman Sudirman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
Educational Process ◽  
Teaching English ◽  
English As Foreign Language ◽  
Mobile Assisted Language Learning ◽  
Education Data

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.

PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION

2020 ◽  
pp. 83-92
Author(s):  
И.И. Бурлакова
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Education ◽  
Professional Community ◽  
Foreign Language Education ◽  
Educational Process ◽  
Modern Concept ◽  
Professional Activity ◽  
Intellectual Activity ◽  
Language Teacher

Постановка задачи. Научно-методологической основой современной концепции высшего образования выступает синергетическое единство классических и современных психолого-педагогических подходов. Современное высшее образование ориентировано на приобщение молодого человека к фундаментальным знаниям, на формирование практических умений в будущей профессиональной деятельности и подготовку его к обучению на протяжении всей жизни. Однако современное образование мало ориентировано на жизненное и профессиональное самоопределение студента. Выводы. Комплексное использование в учебном процессе личностно-ориентированных технологий позволяет стимулировать развитие личностного потенциала, умственную деятельность, «запускает» развитие познавательных процессов, способствует формированию компетенций, необходимых будущему учителю иностранного языка. Личностно-ориентированное иноязычное обучение в вузе будет способствовать снятию страха будущего учителя перед школой, перед современными детьми и будет способствовать безболезненному вхождению молодого учителя иностранного языка в профессиональную деятельность и профессиональное сообщество. The scientific and methodological basis of the modern concept of higher education is the synergetic unity of classical and modern psychological and pedagogical approaches. Modern higher education is focused on introducing a young person to fundamental knowledge, on forming practical skills in future professional activities and preparing them for lifelong learning. However, modern education is not focused on the life and professional self-determination of the student. The integrated use of personal-oriented technologies in the educational process in the process of teaching a foreign language stimulates personal and intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future foreign language teacher should possess. Personal-oriented foreign language education at the University will help to remove the fear of the future teacher before school, before modern children and will contribute to the painless entry of a young foreign language teacher into the professional activity and professional community.

Functional Approach In Teaching the Grammar of a Foreign Language

2018 ◽  
pp. 76-83
Author(s):  
Н. Несова ◽  
N. Nesova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Practical Knowledge ◽  
Modern Society ◽  
Educational Process ◽  
Component Part ◽  
Language Competence ◽  
Leading Role ◽  
Grammatical Skills ◽  
Directed Learning

The objective need of modern society is to find the best ways to organize the educational process, rational options for teaching content and its structure. Strengthening the communicative orientation in teaching foreign languages is reflected, among other things, in the approach to learning grammar. At present, it is not just a matter of knowing the language, but of being able to use it in real communication, i.e. on the practical knowledge of t2he language and, consequently, on the development of “communicative competence”. At the same time, grammatical skills take a leading place in the process of achieving this goal. The problem of methods in teaching the grammatical side of speech seems to be one of the most urgent. It is necessary to use such methods of teaching the grammatical side of speech that would meet modern requirements. One such method is functional. The article presents a systematic description of the strategy of functionally directed learning to the grammatical side of speech; provides a rationale for the leading role of communicative competence in achieving the goal of practical knowledge of a foreign language and language competence, its component part — grammar.

scholarly journals Conceptions of Critical Thinking from University EFL Teachers

2017 ◽  
Vol 10 (7) ◽  
pp. 78 ◽  
Author(s):  
Matias A. Marin ◽  
Luisa De la Pava
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Communicative Competence ◽  
Reflective Learning ◽  
Educational Process ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Source Of Information

Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers’ participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

scholarly journals Foreign language professional communicative competence as an essential condition of marine transport engineers training and their employment

2019 ◽  
pp. 110-116
Author(s):  
R. V. Drazhan ◽  
A. S. Pazonova ◽  
E. S. Gluhih
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Education ◽  
Educational Process ◽  
Professional Communication ◽  
Language Training ◽  
Social Partnership ◽  
Essential Condition ◽  
Marine Transport ◽  
Language Communication

This article is devoted to the issues of foreign language training of future marine transport engineers and the topicality of their possession of foreign language professional communicative competence at the level needed to resolve professional problems in the process of employment. This work proves the necessity of improving the quality of foreign language training by means of additional educational programs and advanced courses on Marine, Business, Professional English, the purpose of which is to apply oral and written communicative skills in situations of business and professional communication in arranging and carrying out an international transportation, operation and management of water transport, as well as forwarding and agency services for ships. Following a competencybased approach, the goals, objectives and results of the development of programs of additional and professional foreign language education are clearly defined in accordance with the requirements of international, professional and educational standards and the results of training are given on examples of specific courses. The research results presented in the article can be used in development and implementation into the educational process the professional foreign language communication programs using e-learning and distance learning educational technologies. The authors emphasize the importance of social partnership with the employer in order to continuously monitor his requests and requirements for the graduate.

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