scholarly journals IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES

2021 ◽  
pp. 212-219
Author(s):  
Larysa Maksymuk ◽  
Liliia Levoniuk
Keyword(s):  
Foreign Language ◽  
Professional Learning ◽  
Professional Education ◽  
Communicative Competence ◽  
Language Education ◽  
Oral Communication ◽  
Foreign Language Education ◽  
Scientific Discipline ◽  
Modern World ◽  
High Level

The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education. Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.

Reexamining the priorities of the National Standards for Foreign Language Education

2008 ◽  
Vol 41 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Sally Sieloff Magnan
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Student Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
The Past ◽  
Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning

2014 ◽  
pp. 699-723
Author(s):  
Jonathan deHaan ◽  
Neil H. Johnson
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Digital Video ◽  
Language Education ◽  
Oral Communication ◽  
Strategic Interaction ◽  
Foreign Language Education ◽  
Japanese University ◽  
Learner Outcomes ◽  
Mediational Means

The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are offered.

Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning

2012 ◽  
pp. 306-330 ◽  
Author(s):  
Jonathan deHaan ◽  
Neil H. Johnson
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Digital Video ◽  
Language Education ◽  
Oral Communication ◽  
Strategic Interaction ◽  
Foreign Language Education ◽  
Japanese University ◽  
Learner Outcomes ◽  
Mediational Means

The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students’ oral communication development. Technical and pedagogical recommendations are offered.

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 Shaping the quality of second language learning: Students’ perspective

2018 ◽  
Vol 48 ◽  
pp. 01071
Author(s):  
Irina M. Solodkova ◽  
Elena V. Grigorieva ◽  
Liliya R. Ismagilova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Oral Communication ◽  
Well Being ◽  
Foreign Language Education ◽  
Two Phase ◽  
Learning And Teaching

The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.

scholarly journals Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

2021 ◽  
Vol 11 (6) ◽  
pp. 276
Author(s):  
Olesya Dmitrievna Medvedeva ◽  
Anna Vladimirovna Rubtsova
Keyword(s):  
Foreign Language ◽  
Quantitative Methods ◽  
Engineering Students ◽  
High Efficiency ◽  
Soft Skills ◽  
Language Education ◽  
Foreign Language Education ◽  
Skills Development ◽  
Modern World ◽  
Productive Method

The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students’ opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method’s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach’s alpha, which revealed good reliability of the questionnaire, and t-test showed high efficiency of the technology that improved students’ soft skills.

scholarly journals THE FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE USING MODELLING METHOD

2020 ◽  
Vol 68 (4) ◽  
pp. 24-31
Author(s):  
A.K. Zhunussova ◽  
◽  
A. Althonayan ◽  
A.A. Golovchun ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Education ◽  
General System ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Entire System ◽  
Intercultural Communicative Competence ◽  
Modelling Method ◽  
Modern Era

In the article, the modelling is considered as one of the effective methods in the formation of intercultural and communicative competence of students. The FLT system, like any other system, functions and develops in the light of its predetermined goals and planned results, and this regulates the delineation of several subsystems within the parameters of the entire system - in this case, a foreign language education system. The necessity to move away from a narrow book understanding of “foreign languages” towards the general system of foreign language education as a multifaceted area of research has become apparent in the modern era.

scholarly journals Level-oriented modular training within teaching monologic speech to junior students

2021 ◽  
Vol 14 (33) ◽  
pp. e16095
Author(s):  
Margarita Victorovna Myltseva ◽  
Ekaterina Alexandrovna Drozdova ◽  
Marina Georgiyevna Sergeeva ◽  
Dmitry Vladimirovich Lukashenko
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Professional Education ◽  
Educational Institution ◽  
Language Education ◽  
Professional Communication ◽  
World Languages ◽  
Professional Fields ◽  
Higher Professional Education ◽  
High Level

The expansion of the spheres of political, trade, economic and cultural cooperation between Russia and other countries creates real preconditions for intercultural professional communication in all areas of language experts’ activity: teaching, researching, translating, interpreting and speaking for the peers. In these conditions, learning to provide a monologue in different world languages is becoming increasingly important to future linguists. According to the requirements of the new Federal Standard for Higher Professional Education, a linguist must be able to perform intercultural communication in various professional fields, conduct business negotiations, be an active participant in conferences, workshops and roundtable discussions using several working languages and search for topical information to improve his/her professional skills in the field of intercultural communication. Thus, the standard reflects the strategy of modern foreign-language education aimed to form the cultural and linguistic personality of the language expert who has reached a high level of the foreign-language professional communicative competence, which manifests itself in speech culture, an open-minded attitude to unfamiliar traditions and ways of life, along with the abilities for monologue and international professional communication. High-quality monologic speech is a personally and professionally significant skill, due to which specialists do not have difficulties with business conversations, reports, public messages and presentations in Microsoft PowerPoint and freely participate in discussing the course and prospects of joint activities. Mastering such skills begins at the very beginning of learning a foreign language in a higher educational institution to be able to work with complicated scientific texts and prepare creative monologues as a postgraduate student.

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