scholarly journals Features of using methods and means of the augmented reality technology when teaching a foreign language

2021 ◽  
Vol 50 (2) ◽  
pp. 472-486
Author(s):  
Natalia A. Sergeeva ◽  
◽  
Anna N. Zakharova ◽  
Anna N. Zakharova ◽  
Svetlana I. Tyutyunnik ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Professional Education ◽  
First Year ◽  
State University ◽  
Chi Square ◽  
First Year Students ◽  
Language Competence ◽  
Augmented Reality Technology ◽  
Higher Professional Education

The problem and the aim of the study. The integration of digital technologies into modern curricula in a foreign language supports the solution of tasks of higher professional education in terms of training a demanded and competitive specialist. The purpose of the work is to study the features of using methods and means of the augmented reality technology in the process of forming students' professional foreign language competence. Research methods. To obtain theoretical generalizations the analysis of scientific works on problems and prospects of using the augmented reality (AR) technology in the process of teaching a foreign language and on formation of the professional foreign language competence was used. AR tools (Google Lens, augmented reality browsers, WallaMe service) were mastered as part of the course “Virtual and Augmented Reality Technologies” Stepik platform (https://stepik.org/course/62107/syllabus). The study involved 40 first-year students of Vyatka State University of the training program “Teacher education”. In the experiment, the Pearson χ2 (chi-square) criterion was applied. Results. In the experimental group, when studying scientific terms, vocabulary and grammar of the foreign language, for communication and cultural exchange, the methods and means of the AR technology were used. Assessment of formation of the professional foreign language competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,14 > 5,99). In conclusion factors that make it possible to effectively use the augmented reality technology in foreign language classes (time regulation; alternation of activities, traditional methods and means with innovative ones; inclusion of physical activity breaks and elements of neuro-gymnastics; instruction on safe networking) are summarized.

scholarly journals Methodology of first-year students’ foreign language written discourse competency development

2021 ◽  
pp. e021023
Author(s):  
Iryna Hoshtanar ◽  
Olga Kostrubina ◽  
Aelita Lebedieva ◽  
Oksana Izmailov
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
State University ◽  
Competency Development ◽  
Written Discourse ◽  
First Year Students ◽  
Experimental Teaching ◽  
The Subject ◽  
Development Of Students

The article focuses on the issues of methodology of first-year students’ foreign language written discourse competency development. The aim of this paper is to present the results of experimental work on the development of first-year students’ foreign language written discourse competency and to specify the achievements in its implementation into the educational process at the Faculty of Foreign Philology of the Kherson State University. The subject of our research project is the methodology of the development of students’ written discourse competency as the basis for their written communication in a foreign language. The achievement of this goal was carried out in the course of solving a number of tasks. Thus, the notion of written discourse competency in a foreign language is considered and its structure and components are clarified. The methodology of university students’ foreign language written discourse competency development is presented in the form of a model which includes 5 components: target, concept, content, procedure and outcome. The results obtained in the course of the experimental teaching are given.

Difficulties of Adaptation of the First-Year Students at Technical University

2018 ◽  
Vol 7 (4) ◽  
pp. 33-36
Author(s):  
А. Авдеева ◽  
Anna Avdeeva ◽  
Ю. Сафонова ◽  
Yu. Safonova
Keyword(s):  
Professional Education ◽  
Social Role ◽  
Educational Process ◽  
First Year ◽  
Career Motivation ◽  
First Year Students ◽  
University Environment ◽  
Cognitive Components ◽  
Technical University ◽  
Higher Professional Education

The article presents the results of the study of an adaptation process of first-year students to the environment of the technical university. The actuality and novelty of this work are conditioned by current changes in the Russian system of higher professional education. The following problems of adaptation are pointed out as typical ones: lack of knowledge of the specifi cs of social interaction at the university in students; inadequate conceptualizations about organization of the educational process at the higher school; an external and mixed career motivation in the fi rst year’s students. A diversifi ed socio-cultural university environment is being described as a factor contributing to acceptance of the social role of «student» at the emotional level. At the same time, forming the cognitive components of the «student» role takes place not earlier than 5-6 weeks of the study at university. The results of this research have shown the necessity of including of adaptation training into the educational process for fi rst-year students.

scholarly journals Method of introducing difficult professional situations for the development of foreign language communicative competence

2021 ◽  
Vol 18 (3) ◽  
pp. 33-46
Author(s):  
Elena A. Yukhmina ◽  
Daria V. Shlykova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Applied Mathematics ◽  
Foreign Language Teaching ◽  
Practical Significance ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
Difficult Situations

The paper considers an important pedagogical problem in the sphere of foreign language teaching, i.e. increasing the level of students communicative competence. Case study is a tool for solving this task. The research aim is to develop a set of communicative cases in English for solving difficult professional situations, the implementation of which will contribute to the development of students communicative competence. The following methods are used in the research: analysis of modern scientific and methodological literature on the problem of research; testing; monitoring the effectiveness of students work when using the developed set of communicative cases; statistical data processing. There were elaborated and tested four cases. The unifying topic of them is Difficult professional situations. The choice of the topic can be explained by a stimulating effect of difficult situations in a persons life. The content of each case embraces both productive and receptive skills. The approbation took place at Chelyabinsk State University within the framework of the discipline Foreign language (Applied Mathematics and Informatics group of specialties, the profile of Information and Management Technologies). The testees are the first-year students. One of the cases is presented here as a sample. A particular attention is paid to the study of the influence of difficult situations on human behavior. The paper contains a description of the stages of work on a case, criteria for the materials of cases, an analysis of the skills and abilities being formed, as well as recommendations for working with them. The practical significance of the study lies in the fact that the results of the research can make foreign language teaching more effective.

scholarly journals VALUE AND SENSE PREFERENCES OF MODERN STUDENTS

2020 ◽  
Vol 13 (1) ◽  
pp. 54-61
Author(s):  
Elena Andreevna Likhacheva ◽  
Olga Alekseevna Shumakova
Keyword(s):  
Personal Responsibility ◽  
Value Orientations ◽  
First Year ◽  
State University ◽  
Chi Square ◽  
First Year Students ◽  
Chi Square Test ◽  
Males And Females ◽  
Dynamic Time ◽  
Medical University

Background. In the context of the worldview transformations that our dynamic time is so rich in, questions of the value and sense preferences of a person become especially relevant. These issues are especially significant in the youthful period. The awareness of young people of their value and sense preferences allows them to build their own path of behavior. Aim: The article aims to study value and sense preferences in adolescence (for example, in university students). Materials and methods. The study involved first to five-year students of Chelyabinsk State University, South Ural State Medical University and South Ural State Humanitarian and Pedagogical University aged 17–22 (n = 100, 60 females and 40 males). The followingpsychodiagnostic methods were used: the test of meaning-life orientations (MLO) by D.A. Leontiev; the Value Orientations method by M. Rokich. To check the significance of differences, the Student t-test for independent samples, the Pearson Chi-square test and the r-Spearman correlation coefficient were calculated using the IBM SPSS STATISTICS v.23 statistical software package. Results. It was found that the indicators of MLO in first-year students are slightly higher than in fourth or fifth-year students, while the rates for females are higher than for males. The predominant interest is in the values of personal life and individualistic values, while abstract and conformist values are not particularly significant for males and females in these samples. Conclusion. The data obtained allow to judge about various value and sense preferences in the youthful period. Value and sense preferences are determined by honesty and courage in persisting in one’s opinion, determining the purpose of life, understanding personal responsibility for one’s life and its results. 

scholarly journals Augmented reality technology in the foreign language classroom in a non-linguistic university

2021 ◽  
Vol 273 ◽  
pp. 12119
Author(s):  
Anastasia Isaeva ◽  
Galina Semenova ◽  
Yana Nesterova ◽  
Olga Gudkova
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Observation Study ◽  
Language Competence ◽  
Chemistry Students ◽  
Language Classroom ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Level Of Motivation ◽  
Complex Methods

The article determines the necessity of using augmented reality technologies in the formation of professional foreign language competence of chemistry students of non-linguistic universities with the use of the methods of modeling of educational material, complementing it with visual and audio sequences, and developing students’ skills of multifaceted projecting of situational reality. The goal of the study was to prove that, within the innovative educational augmented reality platform, the efficiency of the process of forming of the students’ professional foreign language competence significantly increases. As part of the experimental work based on complex methods of research, such as: general theoretical methods (analysis, comparison, matching, generalization of the pedagogical, methodological, psychological, special literature, the implementation of the introduction of new augmented reality technologies); logical and comparative analytical methods (study of the accumulated the Russian and foreign experience in implementing of augmented reality technologies); empirical methods (survey, pedagogical experiment, observation, study and generalization of the advanced pedagogical experience, diagnostics, surveys, interviews, testing), – the effectiveness of using augmented reality technology during the formation of chemistry students’ professional foreign language competence is proved: students’ progress and understanding of the material improves, professional foreign language competence forms faster, the level of motivation increases, the degree of involvement in the learning process and interest in the subject increases, the level of communication between students grows.

scholarly journals Key Competences Formation by Means of Learning Foreign Languages

2018 ◽  
Vol 27 (8-9) ◽  
pp. 89-95
Author(s):  
M. A. Shemanaeva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
School Level ◽  
Foreign Languages ◽  
Federal State ◽  
First Year ◽  
First Year Students ◽  
Language Competence ◽  
Higher Education System ◽  
Key Competences

The shift of higher education system to the new federal state standards for education (FGOS3++) is connected with the changes in the curriculum and  terminological shift from so called general cultural competences to key competences. Key competences are the basis for professional competences and lay the foundation for further  personal and professional development of a specialist. Recent research in  teaching foreign languages in higher education institutions have been aimed at the development of professional competences. However the  empirical data show that first-year students of non-linguistic departments do  not have school level command of the foreign language. The article considers the potential of the foreign language to form not only communicative  competence in the foreign language but to form key competences,  mentioned in the new federal standard, regardless of the initial level of language competence.

scholarly journals Selection and organization of speech material for teaching students of Linguistics foreign-language speaking. Part I

2021 ◽  
Vol 54 (6) ◽  
pp. 226-241
Author(s):  
Maya N. Tatarinova ◽  
◽  
Rimma A. Cheremisinova ◽  
Natalya A. Gruba ◽  
Frank A. Heberlein ◽  
...  
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Professional Competencies ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
Experimental Teaching ◽  
Oral Speech ◽  
Training Exercises

The problem for the research. Modern social contract requires linguistic departments and universities to create the most favourable conditions for teaching students oral productive foreign-language speech in order to develop their universal, general professional and professional competencies. The problem of the research is connected with the solution of the issues of selection and organization of speech material, adequate to the tasks of teaching speaking at the Linguistics Department to ensure interpersonal, intercultural and professional interaction of students. Methods of investigation. Experimental teaching students foreign-language speaking on the basis of the principles of selection and organization of speech material, proposed in the article, was carried out at the Linguistics Department of Vyatka State University (32 first-year students, speciality 44.03.05 Pedagogical Education (with two profiles), the training focus “English, German”). Quantitative and qualitative criteria for evaluating students’ monologic and dialogical speech were developed. The criteria were reflected in the subsystem of informative and analytical training exercises, as well as speech ones on the controlled use of materials of educational conversational texts, on working with model dialogues, for teaching prepared and spontaneous oral speech. The findings of the study. The results of the experimental work indicate that the proficiency in foreign-language monologic speech (cycle 1) increased in 56% of students; dialogical speech (cycle 2) – in 66 %. The calculation of G-criterion of signs revealed that at the end of the 1st cycle Gemp. ≤ Gcr. (0 ≤ 5); at the end of the 2nd one Gemp. ≤ Gcr. (0 ≤ 6). This indicates that the shift in the typical direction in our case is not accidental, and with 95 % of confidence it can be stated that it is due to the conduct of experimental work. Conclusions. The purpose of the article is achieved. It presents the typology of speech material for teaching foreign-language speaking at the Linguistics Department; the principles and products of its selection and organization. It is proved that taking into account the proposed principles improves the quality of teaching an oral productive type of foreign-language speech activity and contributes to the development of universal, general professional and professional competencies of students.

scholarly journals English Oral Communication Apprehension in Students of Indonesian Maritime

2017 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Nur Aeni ◽  
Baso Jabu ◽  
Muhammad Asfah Rahman ◽  
John Evar Strid
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Communication Apprehension ◽  
Oral Communication ◽  
First Year ◽  
Workplace Performance ◽  
First Year Students ◽  
Sound Communication ◽  
Language Classroom ◽  
English Speaking

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories. 

Correlation between Listening Anxiety and Listening Strategies of Chinese Postgraduate Students of Science and Engineering: A Case Study at SUES

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Shengli Wang
Keyword(s):  
Foreign Language ◽  
First Year ◽  
Chi Square ◽  
Postgraduate Students ◽  
Listening Anxiety ◽  
Medium Level ◽  
Chi Square Test ◽  
Listening Proficiency ◽  
Listening Strategies

<p>English listening is one of the five basic skills such as listening, speaking, reading, writing and translation that a Chinese postgraduate should acquire, and it is also the most significant one. In this study, 194 first-year postgraduate students at Shanghai University of Engineering Science were invited to report their strategies use and listening anxiety in the questionnaire with the 5-Likert Indirect Foreign Language Listening Strategies Scale and the 5-Likert Foreign Language Listening Anxiety Scale. The SPSS13.0 was used to analyze the descriptive statistics, reliability analysis, correlation analysis, Chi-square test and One-way ANOVA, which indicated a medium listening anxiety and a medium level of strategies use. Metacognitive strategies were more frequently used than social and affective strategies, the correlation between listening proficiency and listening anxiety was significantly negative, correlation between listening proficiency and indirect listening strategies was significantly positive, and that between indirect listening strategies and listening anxiety was significantly negative. Indirect listening strategies were useful to allay listening anxiety and would be incorporated into our normal classroom teaching.</p>

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