scholarly journals THE THEORETICAL AND METHODOLOGICAL ASPECTS OF FOREIGN LANGUAGE TEACHING IN NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATIONAL INSTITUTIONS OF THE SLOVAK REPUBLIC, THE CZECH REPUBLIC AND POLAND

2018 ◽  
pp. 40-46
Author(s):  
Anastasiia Petrushkova
Keyword(s):  
Czech Republic ◽  
Foreign Language ◽  
Slovak Republic ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
The Czech Republic ◽  
Higher Educational ◽  
Methodological Aspects

scholarly journals IMPLEMENTATION OF BLENDED LEARNING TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES AT HIGH SCHOOL

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 115-119
Author(s):  
Olena Kovalchuk ◽  
Oksana Smal ◽  
Tamara Maksymchuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational

Among public policy priorities on the development of higher education in the context of European integration of Ukraine the problem of constant educational quality improvement, modernization of educational process, introduction of educational innovations and information technologies are identified. An application of innovative methods of English teaching becomes relevant and is of great practical importance, especially in the context of Ukraine’s competitive presence in the international educational arena. With the reformation of foreign language teaching in higher educational institutions, lecturers create new opportunities for the implementation of didactic principles of individualization and differentiation of learning. The introduction of Blended learning technologies in Ukrainian universities is a new pedagogical approach that involves a combination of active use of streamlined on-line training and traditional classroom communication. The article covers examples of blended learning implementation in models of foreign language teaching at higher educational institutions. A use of blended learning model that combines elements of traditional and distance learning in different proportions is proposed. Different models of blended learning presented by foreign researchers are considered and generalized, models that can be integrated into the traditional educational process at higher educational institutions are proposed. The advantages and disadvantages of the blended learning system are analyzed and systematized.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

scholarly journals FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTICS HIGHER EDUCATIONAL INSTITUTIONS BY THE METHOD OF INNOVATIVE DICTATIONS

2019 ◽  
Author(s):  
Natalia Baranenkova ◽  
Natalia Lashuk
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Interactive Technologies ◽  
Effective Activity ◽  
Motivation For Learning ◽  
Higher Educational ◽  
Different Levels

The article deals with the issue of the effectiveness of using dictogloss as a way of enhancing communicative speech activity, critical thinking and creative potential of students of non-language higher educational institutions in ESP classes. The key stages of the traditional dictogloss are considered: 1) preparation; 2) dictation; 3) reproduction; 4) analysis and reflection, comparing texts created by subgroups with the original or with texts of other subgroups. The main principles (such as the principle of cooperation training and the use of interactive technologies, the principle of the curriculum and the educational process connection, the principle of diversification, the principle of the development of mental, mnemic and perceptual processes, the principle of emotionality, the principle of systematicity and consistency) aimed at ensuring the outcomes and effectiveness of innovation dictations and the ways of their implementation are outlined. The main modified versions of the dictogloss are analyzed and recommendations for their preparation in ESP classes are provided: dictogloss-negotiations, «student-control» dictogloss, student-student mode, «Summary» dictogloss, «Express your own opinion», «Reodering dictogloss», «Add details», «Picture» dictogloss. Dictogloss is determined to be an effective activity for teaching ESP, since it can be applied to different levels of foreign language proficiency and adapted for any specialism. The advantages of the dictogloss are emphasized: it can be used to represent a new topic, to revise and practice vocabulary or grammar material; it does not require more time for preparation than other types of activity; the teacher can change the forms of dictations, adding a competitive element or element of the gamification; it can become a source of motivation for learning a foreign language and a way of diversifying pedagogical techniques and technologies.

Lexikální strategie ve výuce němčiny jako druhého cizího jazyka po angličtině

2019 ◽  
pp. 51-74
Author(s):  
Barbora Kousalová
Keyword(s):  
Czech Republic ◽  
Foreign Language ◽  
Learning Strategies ◽  
State Of The Art ◽  
Vocabulary Learning ◽  
Foreign Language Teaching ◽  
The State ◽  
The Czech Republic ◽  
Teaching Context ◽  
Vocabulary Learning Strategies

This paper describes the state of the art in the field of learning strategies with an emphasis on the foreign language teaching context. The contribution presents research from both the Czech Republic and abroad concerning the topic of vocabulary learning strategies in German as a second foreign language (L3) after English (L2).

FOREIGN LANGUAGE COMPETENCE OF THE CITIZENS OF POLAND AND CZECH REPUBLIC WITHIN THE CONTEXT OF CURRENT ALL-EUROPEAN LINGUISTIC

2018 ◽  
Vol 3 ◽  
pp. 512-523
Author(s):  
Yevhen Gromov ◽  
Alla Kolomiiets ◽  
Natalia Lazarenko ◽  
Olesia Zhovnych ◽  
Liliia Biretska
Keyword(s):  
Czech Republic ◽  
Foreign Language ◽  
Educational Institutions ◽  
Educational Systems ◽  
Language Competence ◽  
The Czech Republic ◽  
The Past ◽  
The Social ◽  
High Level ◽  
Economic Nature

The comparative analysis of the foreign language competence among the citizens of Poland and Czech Republic has been accomplished. The received findings were compared with current observations of all-European linguistic tendencies. Having analysed various statistics the authors succeeded in assembling the social portrait of an average multilingual European. The authors have also considered the fact that over the past years the official percentage of multilingual citizens, both in Poland and the Czech Republic, has significantly decreased due to intensive emigration processes. In the authors’ opinion, this problem is mostly of the socio-economic nature and demonstrates rather not the weakness of educational systems, but the ability of educational institutions of both countries to prepare competitive specialists who are able (due to the high level of foreign language competence) to find decent job in the labour-market of the United Europe. It has also been stated that since the foreign language competence has become a professional and cultural prerequisite for creation of the unified globalized Europe, and multilingualism has become a part of the European identity, the future specialists’ foreign language training in Ukraine should be conducted precisely taking into account the prospects of European integration.

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