scholarly journals AN E-COURSE BASED ON THE LMS MOODLE TO TEACH "MARITIME ENGLISH FOR PROFESSIONAL PURPOSE"

2019 ◽  
Vol 71 (3) ◽  
pp. 92
Author(s):  
Aliona Yu. Yurzhenko
Keyword(s):  
English Language ◽  
Educational Opportunity ◽  
Professional Competence ◽  
Effective Means ◽  
Real Life ◽  
Modern Society ◽  
Maritime Industry ◽  
English Competence ◽  
Maritime English ◽  
Professional Purpose

"Maritime English for professional purpose" e-course based on the LMS MOODLE was created in accordance with the requirements of modern society for the formation of communicative English competence of future maritime industry workers. Our research is devoted to the description and analysis of the work of the future maritime specialists in the e-course. One of the main elements of the course is the Forum (the exchange of questions, answers, messages etc., leaving the message, or creating questions). It is the forum that provides a two-way communication between a teacher and the cadets. The course also contains some elements of gamification (badges, games, Easter eggs, leaderboard, points etc.). Educational content is provided using a system of elements, which greatly enhance the motivation of students to study. QR code quest (a maritime subject chain of activities using two-dimensional code) helps students to find the necessary information, analyze it, organize it, solve tasks etc. Prezi's presentations have additional depth and context, increase students’ motivation to learn. The Quizzes of our course correspond to six levels of Bloom's taxonomy (knowledge, understanding, application, analysis, synthesis and evaluation). The Gradebook has a clear structure: two types of tests, language competencies and additional points in a limited number. In our study, we have produced statistics on the leaders and outsiders of e-course, a comparative description of the groups studying in the course. As a result of our research it was proved that LMS MOODLE e-courses have a potential educational opportunity as an effective means for forming the foreign professional competence of future seafarers. Interactive exercises bring cadets closer to the real-life communication in the absence of a natural linguistic environment and can be used as part of the system of formation of foreign professional competence of future maritime specialists. It was also proved that the system of blended learning helps to master the English language faster and more easily.

scholarly journals English-language training at a maritime university as a mandatory condition for the successful professional activity of a deck officer

2021 ◽  
pp. 39-45
Author(s):  
R.V. Drazhan
Keyword(s):  
Professional Growth ◽  
English Language ◽  
Interpersonal Relations ◽  
Professional Competence ◽  
Research Problem ◽  
International Standards ◽  
Professional Activity ◽  
Language Training ◽  
Social Partnership ◽  
Maritime English

The relevance of the research is determined by the increasing risks related to incorrect communication both professional and interpersonal ones within the ship crew, which, in turn, emphasizes the importance of professional English-language training for a navigator, which begins during the period of study at a university and lasts throughout the entire career. The requirements for proficiency in professional English-language communication are regulated by international standards, which is of great importance in assessing the professional competence of a navigator. The research problem is as follows: how does English-language vocational training at a maritime university affect interpersonal relations in mixed crews, the professional growth of a sailor and reduce the risks in his professional activity? The aim of the study is to determine the main tasks of a university professional English-language training in the format of negotiating at sea in order to minimize possible risks in the work of a deck officer. The research methods used are analysis, synthesis, generalization. The experimental base was the Institute of Water Transport named after G.Ya. Sedov. The research results. Professional risks of a navigator have been analyzed, factors and consequences of risks at sea have been identified; the meanings of the concepts of «language barrier», «human factor», «barrier of misunderstanding», «communicative risk» have been disclosed; the influence of flexible skills on the safety of life and work in a team have been substantiated; the theory of continuous professional English-speaking training of seafarers has been described. Key findings: communication skills of navigators should be formed by integrating English into the disciplines of the professional cycle; the introduction of modern educational technologies in the process of teaching professional maritime English, continuous professional development of English teachers. Development of social partnership will increase the efficiency of the process itself.

Maritime English Language – General Features

2015 ◽  
Vol 3 (1) ◽  
pp. 112
Author(s):  
Sanela Kovačević Pejaković
Keyword(s):  
English Language ◽  
Limited Resource ◽  
Modern Society ◽  
English For Specific Purposes ◽  
Semantic Level ◽  
International Language ◽  
Modern Age ◽  
Maritime English ◽  
Linguistic Units

The aim of this paper is to point out at the real role of English for specific purposes and its importance for the development of modern society (where English for specific purposes is accepted as the international language) and that the essential characteristics of English of maritime profession - as simultaneously creative and limited professional language are clearly and accurately defined. Under the linguistic creativity is primarily implied the ability of any natural language to create from a limited resource of linguistic units an unlimited number of linguistic units at all levels- the phonetic, phonological, morphological, lexical, syntactic and semantic level. Thus, limitation of linguistic units accompanied by linguistic unlimited creativity allows linguistic functionality, respectively the ability of language to respond to all challenges of civilization, man and society. With its creativity language transcends all boundaries and is ready to respond to any new accomplishment, invention or appearance of the modern age.

Individual Work as Means of Professional Competence Development in Physiotherapy Assistant Students

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Donka Nikolova ◽  
Marinella Grudeva
Keyword(s):  
Working Conditions ◽  
Healthcare Professionals ◽  
Professional Competence ◽  
Effective Means ◽  
Modern Society ◽  
Self Employment ◽  
Individual Work ◽  
Labor Market Dynamics ◽  
Educational Paradigm ◽  
New Generation

Modern society requires medical schools to prepare a new generation of healthcare professionals who possess the knowledge, the skills and the competencies to adequately and quickly adapt to the changes in public health and labor market dynamics. In the transition toward the establishment of a new educational paradigm, an emphasis is placed on the purposeful, well-planned and organized individual work of the students, which is accepted and considered as an effective means for the formation of their professional competence. As such, self-employment increases choice, increases adaptability to changing living and working conditions, makes people more social, more mobile, more competitive and more motivated.

scholarly journals Analysis of the English Language Needs of Students at the Russian Technological University

2019 ◽  
Vol 16 (1) ◽  
pp. 88-100
Author(s):  
Olga G Rossikhina ◽  
Polina V Ermakova ◽  
Olga A Aleshchenko
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Engineering Students ◽  
Course Design ◽  
Real Life ◽  
Oral Communication ◽  
Structured Interviews ◽  
Language Needs ◽  
Technological Universities ◽  
English Competence

The article looks into the English language needs of engineering students and young graduates at one of the leading technological universities in Russia - NUST MISiS. The authors used a mixed methodology approach to explore how often and in what real-life situations current and former students use the English language. 107 paper questionnaires were completed by master’s degree students in class and the answers were counted; 123 responses were received online from 2015 and 2016 graduates and processed statistically; 17 structured interviews with college administrators and subject professors were recorded and then coded for the main categories. The results demonstrate that despite dramatic changes at NUST MISiS under The Competitiveness Enhancement Program 5-100, good English competence is not a priority, with the majority of young graduates being ‘unsure’ about its benefits for their career and some administrators calling it ‘the least required competence’. However, the English language needs vary across subject departments. Thus, students majoring in new materials and programming use English on a regular basis, while economists and metallurgists might not really need it in both studies and future job. Overall, the most required skill is reading, and the least used ones are oral communication and academic writing in English. The authors discuss how orientation on potential rather than actual needs can affect the ESP/EAP course design in the context of engineering education in Russia.

scholarly journals Formation of English Competence of Future Pharmacists

2021 ◽  
pp. 138-151
Author(s):  
Olena Каrasova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Professional Activity ◽  
Literature Study ◽  
Language Competence ◽  
The Future ◽  
Questions And Answers ◽  
English Competence ◽  
Clinical Thinking

The introduction to the article analyzes the current state of the future pharmacists’ language competence, in particular English. The purpose of the study is to theoretically substantiate the essence of the concept of «English-language competence of future pharmacists» and highlight the features of its formation. Methods. In the process of fulfilling the goal a set of theoretical methods was used - analysis of scientific-methodical, psychological-pedagogical literature, study of normative-program documentation on the research topic. The results. Based on the analysis of the scientific literature, the essence of the concept of «profession-oriented English-language competence» is clarified together with its links with professional competence, language and communication. The author specifies the meaning of «profession-oriented English-language competence» as a set of knowledge, practice-oriented skills, mastery of medical concepts, techniques of logical thinking aimed at solving profession-oriented situational problems, realization of discussions in the form of questions and answers on professional topics. Conclusions. The article identifies the peculiarities of forming the profession-oriented English-language competence in teaching a foreign language to students of the pharmaceutical university: a foreign language in profession-oriented learning becomes not only the object of learning, but also a means of forming the students’ profession-oriented English-language competence; mastering a foreign language is realized in practice-oriented language activities, the ability to participate in the communication of profession-oriented topics, and not in the knowledge of individual elements of a language; increasing the role of self-study work of students is caused by the constant development of modern technologies and innovations in pharmacy, increasing the amount of professional information and pharmaceutical terminology in English, which requires the future specialist skills and abilities to master information independently; the professional activity of pharmacists is connected with the formation and further development of their clinical thinking, professional and personal qualities (observation, flexibility, purposefulness, concentration, determination, communicative literacy).

scholarly journals TEACHING SPEAKING: SIMULATING REAL LIFE SITUATIONS THROUGH ROLE-PLAY ACTIVITIES

2019 ◽  
pp. 137-144
Keyword(s):  
English Language ◽  
Effective Means ◽  
Role Play ◽  
Real Life ◽  
English Language Teaching ◽  
State Institute ◽  
Language Competence ◽  
Speaking Skill ◽  
Positive Effect ◽  
Speaking Skills

Speaking skill is often considered as the most important part of ESL teaching. People may often form judgments about our language competence from our speaking rather than from any of the other skills. It is one of the main skills and means of communication that a student of the philological profile must acquire in the process of mastering FL. The present study analyses factors that cause problems in speaking and give a solution for them. Moreover, the author recommends role-play activities based on the communicative method and learner-centered approaches as an effective means in the English language teaching, gives examples of exercises and the variety of effective communicative methods that can be used in developing students’ speaking. The author describes the importance of using role-play activities for students to increase theirs peaking skills at Samarkand State Institute of Foreign Languages. As some researches have analyzed, using role-play activities is very useful and has a positive effect, moreover it has a good impact on students’ creativity to explore the language. The role-play activities can improve speaking skills and are considered an essential activity for developing students speaking skills at Samarkand institute.

Novel Therapeutic Approaches and Targets for Treatment of Chronic Urticaria: New Insights and Promising Targets for a Challenging Disease

2020 ◽  
Vol 22 (1) ◽  
pp. 32-45
Author(s):  
Emanuela Martina ◽  
Federico Diotallevi ◽  
Tommaso Bianchelli ◽  
Matteo Paolinelli ◽  
Annamaria Offidani
Keyword(s):  
English Language ◽  
Life Experience ◽  
Case Reports ◽  
Immunosuppressive Agents ◽  
Real Life ◽  
Chronic Spontaneous Urticaria ◽  
New Targets ◽  
Current State ◽  
Pubmed Database ◽  
Novel Drugs

Background: Chronic Spontaneous Urticaria (CSU) is a disease characterized by the onset of wheals and/or angioedema over 6 weeks. The pathophysiology for CSU is very complex, involving mast cells and basophils with a multitude of inflammatory mediators. For many years the treatment of CSU has been based on the use of antihistamines, steroids and immunosuppressive agents with inconstant and frustrating results. The introduction of omalizumab, the only licensed biologic for antihistamine- refractory CSU, has changed the management of the disease. Objective: The aim of this article is to review the current state of the art of CSU, the real-life experience with omalizumab and the promising drugs that are under development. Methods:: An electronic search was performed to identify studies, case reports, guidelines and reviews focused on the new targets for the treatment of chronic spontaneous urticaria, both approved or under investigation. The search was limited to articles published in peer-reviewed journals in the English Language in the PubMed database and trials registered in Clinicaltrials.gov. Results:: Since the advent of omalizumab, the search for new therapies for chronic spontaneous urticaria has had a new impulse. Anti-IgE drugs will probably still be the cornerstone of therapy, but new targets may prove effective in syndromic urticaria or refractory cases. Conclusion:: Although omalizumab has been a breakthrough in the treatment of CSU, many patients do not completely get benefit and even require more effective treatments. Novel drugs are under investigation with promising results.

scholarly journals What Makes an Effective English Language Teacher? The Life Histories of 13 Mexican University Students

2019 ◽  
Vol 13 (1) ◽  
pp. 163
Author(s):  
Nicholas Bremner
Keyword(s):  
Life Histories ◽  
English Language ◽  
Language Teaching ◽  
Methodological Approach ◽  
Real Life ◽  
Target Language ◽  
Future Research ◽  
Student Teacher Relationship ◽  
Inductive Methods ◽  
Being There

This study examined the educational life histories of 13 students at a Mexican university in order to gather their perspectives of effective language teaching. Most previous studies on students’ perspectives of language teaching have used quantitative and deductive methods, whereas this study employed qualitative and inductive methods. The main methodological approach was the ‘life history’ approach, and the specific methods were two extended interviews and an innovative ‘timeline’ activity. In total, 77 examples of effective (and ineffective) teachers emerged from the 13 students’ life histories. The study revealed three major findings. Firstly, teachers’ language knowledge and proficiency were not mentioned as important characteristics of effective language teaching, although several students did make reference to teachers’ command of language when it was perceived to be missing. Secondly, students generally favoured more ‘modern’ approaches (engaging, active, real-life skills, immersion in the target language), as opposed to more ‘conservative’ approaches (unappealing, passive, overly theoretical, lack of immersion in the target language). Thirdly, students emphasised the importance of a positive student-teacher relationship, and greatly appreciated the teacher being there to provide them with personalised attention. Notably, the students tended not to value autonomous learning, preferring teachers to be close to them to help them with their problems in class. Two main implications for practice were suggested. Firstly, a general consensus has been reached regarding several key characteristics of effective language teaching, strengthening the argument that these characteristics should be listened to, and acted upon, by teachers and educational decision-makers. Secondly, the study makes a strong case for future research to utilise more qualitative, inductive methods when investigating students’ perspectives.

scholarly journals TWO OBSTACLES TO ENABLING CHANGE IN ELF-AWARE TEACHER EDUCATION AND HOW TO OVERCOME THEM

2020 ◽  
Vol 1 (65) ◽  
pp. 104
Author(s):  
Nicos C. Sifakis
Keyword(s):  
Teacher Education ◽  
Personal Experience ◽  
English Language ◽  
Teacher Educator ◽  
Real Life ◽  
Teacher Reflection ◽  
Traditional Teaching ◽  
Efl Teacher ◽  
Teachers Attitudes

<span lang="EN-GB">In this paper I discuss the possibilities, opportunities, challenges and (even) perils in applying the ELF-aware perspective in teacher education. I focus on presenting two obstacles in enabling this application, the first related to teachers’ attitudes, which tend to be fundamentally negative, and the second referring to an uncertainty about establishing, applying and evaluating appropriate ELF pedagogy. The obstacles are discussed with reference to examples from my personal experience as teacher educator, and argue (a) that these obstacles are also present in more “traditional” teaching and teacher education practices and (b) that they can be overcome if they are perceived as opportunities for integrating real-life interactions involving non-native English language users in the EFL classroom and prompting EFL teacher reflection and growth.</span>

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