scholarly journals FEATURES OF PREPARATION OF PH. D. FOR PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION

2021 ◽  
pp. 57-61
Author(s):  
L. SEMENOVSKA
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Development Program ◽  
International Communication ◽  
Foreign Languages ◽  
National Education ◽  
National Education System ◽  
Modern System ◽  
Language Communication ◽  
Teachers And Students

Based on analysis of the fundamental pedagogical, philological, philosophical, psychological works (L. Andreyko, Y. Baklazhenko, A. Kirsanova, O. Kovalenko, Yu. Lavrysh, O. Osova, S. Nikolaeva, Y. Passova, Y. Skarlupina, I. Unt, etc.) found that one of the strategic tasks of postgraduate training is the formation of skills of professionally oriented communication.Proved that the development of new communication tools and the organization of business on a technologicalbasis highlighted the need for direct and indirect foreign language communication of specialists of various professions on the basis of activating the cognitive processes of students. The study found that in the modern system of organizing foreign language teaching for graduate students, the emphasis shifts from learning to translate professionally oriented texts to learning a foreign language as a tool for professionally oriented communication. This is reflected in the content of educational and research programs, which defines communication as the target dominant.Investigation of the nature and specifics of preparation of graduate students for professionally oriented foreign language communication shows that the following ideas are especially valuable: to increase the motivation of students to learn foreign languages; to promote the study of foreign languages throughout life; to carry out correction of educational programs taking into account requirements of the modern labor market and tendencies of development of specialties; use foreign languages in teaching non-linguistic disciplines; to introduce technological innovations in the process of teaching foreign languages; to promote international academic mobility and closer cooperation between both teachers and students; to promote participation in the language development program for international communication in accordance with the specifics of the national education system, etc.

scholarly journals Teaching business foreign language communication in master's courses at railway transport university

2018 ◽  
Vol 7 (4) ◽  
pp. 339-344
Author(s):  
Irina Vasilievna Odaryuk
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Interdisciplinary Approach ◽  
Foreign Languages ◽  
Railway Transport ◽  
Postgraduate Students ◽  
National Education ◽  
Training Requirements ◽  
Teaching Business ◽  
Language Communication

The paper explains the necessity of new professional training requirements. The role of foreign languages at higher educational institutions is emphasized, which is reflected in the Federal National education standards. The paper dwells upon approaches and peculiarities of developing a competence-based model of teaching business foreign language communication to postgraduate students of the railway transport university. The paper gives examples of tasks and teaching technologies, used by the author in the process of implementing the teaching programmes for postgraduate students of the railway transport university. The above-mentioned model is viewed as a complex of linguistic, communicative, culturological, psychological and professional components. The characteristic features of teaching a foreign language to postgraduate students of technical universities are researched. The grounds for using an interdisciplinary approach in teaching a foreign language for business communication are considered. The interdisciplinary approach allows to integrate students knowledge and skills acquired in the process of studying other subjects and to successfully implement them in mastering a foreign language and developing a competence in business foreign language communication. The paper gives an overview of the study guides developed by teachers of Foreign Languages Department of the Rostov State Transport University for postgraduate students majoring in technical subjects. The perspectives of further research are defined.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

scholarly journals SCIENTIFIC-METHODICAL ASPECTS OF FORMATION OF READINESS FOR GERMAN-LANGUAGE PROFESSIONALLY ORIENTED COMMUNICATION OF FUTURE AGRICULTURISTS

2021 ◽  
Author(s):  
Tetyana Pakhomova ◽  
◽  
Olga Piddubtseva ◽  
Keyword(s):  
Foreign Language ◽  
Agricultural Sector ◽  
Foreign Languages ◽  
German Language ◽  
Language Training ◽  
Linguistic Features ◽  
Professional Activities ◽  
Joint Activities ◽  
Language Communication ◽  
German Speaking

Active European integration processes in the state, education and business determine relevance of the study. They pay special attention to the discipline «Foreign language for specific purposes» in the training of agricultural specialists. The purpose of this study is to consider the scientific and methodical aspects of formation of readiness for German-language professionally oriented communication among future agriculturists. Theoretical (analysis, systematization, generalization, modeling) and empirical methods were used to achieve this goal. They allowed to analyze the latest scientific research in the field of foreign language training, problems of readiness for foreign language communication, features of foreign language professionally oriented communication of agro-industrial enterprises` specialists. The analysis of the professional requirements for future farmers, scientific approaches to interpretation of the concept «readiness», modern concepts of foreign language teaching methods gave grounds to specify the concept of readiness for German-speaking professionally oriented communication of agriculturists, which is seen as the competence to use acquired knowledge, ability and skills for successful German-speaking professionally oriented communication. Analysis of the national experience of foreign language training of agricultural sector specialists shows that the main purpose of foreign languages studying in higher educational establishments is the training a specialist who can use the German language as a tool of professional activity and professional knowledge. In order to achieve this goal it is necessary to develop the linguistic, social-cultural, educational and professional components of German-speaking professionally oriented communicative competence. Communication is an integral part of the professional activities of specialists. It is based on general social and psychological patterns and focuses on the successful and effective implementation of professional duties, and includes the exchange of proposals, requirements, views, motives to solve specific problems, sign agreements or establish other relations between the subjects of joint activities. German-language professionally oriented communication has its linguistic features, namely: lexical (terms, scientific and technical phraseology, professionalism, jargon, abbreviations and acronyms), grammatical (nominal style, modal verbs, passive voice, sentence length) and stylistic (metaphor, comparison and epithets). According to the fundamental bases of foreign language training the model of formation of readiness for German-language professionally oriented communication among future agriculturists is proposed, based on the peculiarities of teaching foreign languages in agricultural universities and the specificity of professionally oriented communication of specialists in the agricultural sector. It consists of the following blocks: motivational-target, theoretical-methodological, content-technological and productive-estimated. The effectiveness of the model depends on such factors as: the organization of the appropriate language environment, modeling of professional situations in the classroom and increase motivation for professionally oriented communication. The results of the study are to determine the place of formation of readiness for foreign language communication in the professional education of future farmers, to determine the linguistic features of German-language communication of agronomists, to substantiate the organizational and pedagogical conditions of German-language training and create an appropriate model. The formation of readiness for professionally oriented communication in a foreign language is a systematic, long-term process that involves the development of traditional professional ideas, professional thinking and professional behavior.

scholarly journals TERMINOLOGY AS A SPECIAL LINGUISTIC LAYER IN THE MODERN ARABIC LANGUAGE

2020 ◽  
pp. 147-156
Author(s):  
VIKTORIA MAMADJANOVA
Keyword(s):  
Foreign Language ◽  
Arabic Language ◽  
Fundamental Principle ◽  
Arab Countries ◽  
National Education ◽  
National Education System ◽  
National Liberation Movement ◽  
Lexical Composition ◽  
Classical Language ◽  
Growth Of Science

This article deals with the problems of the formation and functioning of modern terminology in the countries of the Arab East. It is important to trace the factors that influenced the process of forming its lexical composition. Following the national liberation movement of the Arab countries, starting from the second half of the 20th century has repeatedly raised the issue of the ofcial status of the Arabic language at the regional and global levels. The nationalization of education was a fundamental principle of the language of the Arab countries’ policies. It was about switching the entire national education system to Arabic, and the introduction of classical language as everyday communication.The transformation of the political situation in the Arab region was accompanied by the systematic repression of the colonial language, lexical enrichment of the composition of the modern literary language, the development of a national terminology. The rapid growth of science and technology has led to the emergence in the Arabic of many new concepts and intensive borrowing of foreign language terms. The task was to provide the new content in education that meets the needs of the world’s scientifc and technological progress. In the process of adaptation, foreign-language terms are adapted to the conditions of functioning of the Arabic language. The sociolinguistics approach to the study of Arabic terminology has allowed us to identify the main trends of its development.

Debate method for developing communicative competency in teaching English as a foreign language

2020 ◽  
Vol 43 (2) ◽  
pp. 143-150
Author(s):  
R. Zhumaliyeva ◽  
◽  
А. Muratkyzy ◽  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Ministry Of Education ◽  
Teaching English ◽  
National Education ◽  
National Education System ◽  
Successful Work ◽  
Communication Activity ◽  
Competency Based

Currently, the effectiveness of using the debate method in teaching English is obvious. Since language is a mean of communication, debate contributes to the development of communicative competency, which plays an important role in the successful work of a specialist in various fields. This article focuses on the method of debate, as one of the communication activity types. The debate method can be used to improve students’ communication skills, allowing them to use linguistic knowledge as a functional competency in a structured (less structured) situation or in the context of a language education. The purpose of this article is to describe the debate method as a productive strategy for teaching communicative competency while teaching English as a foreign language. This research is carried out within the framework of the Ministry of Education and Science of Republic of Kazakhstan grant project “Developing and implementing the innovative competency-based model of multilingual IT specialist in the course of national education system modernization”.

The FI Program in 1963

PMLA ◽  
1964 ◽  
Vol 79 (2) ◽  
pp. 24-28 ◽  
Author(s):  
Donald D. Walsh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Language Program ◽  
Activity Increase ◽  
Teachers And Students ◽  
Long Range Planning ◽  
Telephone Calls

Describing a year's activity in a half-hour report is an annual challenge that grows more difficult as the pace and scope of the activity increase. The Foreign Language Program is in some ways the victim of its success. One of our early goals was to become an information center and we have succeeded beyond our wildest dreams. Requests for materials, information, opinions, and assistance threaten to overwhelm us daily. Three members of the staff do nothing but answer these requests. The ones that are unanswerable are put in my in-basket. Telephone calls and visitors multiply. All this activity we are tempted to think of as interruptions to our real job, long-range planning, deep thinking, foreign languages in the next century. But in a very real sense the magnitude of the interruptions to our job is the sign that we are succeeding, that more and more foreign-language teachers and students and more and more people in general want to know the answers to questions and the solutions to problems of which they were hardly conscious a few years ago. There has been a revolution in language learning in this country and among recent visitors to our office have been language teachers and administrators from all over the world (France, England, Denmark, Germany, Japan, Africa, Australia), who have come to find out what we are doing.

scholarly journals Psychological Research of the Ability to Foreign Languages Acquisition

2021 ◽  
Vol 39 (5) ◽  
Author(s):  
Ganna Kozlovska ◽  
Anatolii Furman ◽  
Natalia Kolesnichenko ◽  
Nadiia Kharchenko ◽  
Kateryna Halatsyn ◽  
...  
Keyword(s):  
Foreign Language ◽  
Personal Characteristics ◽  
Psychological Research ◽  
Foreign Languages ◽  
Language Abilities ◽  
Strengthened Form ◽  
Language Communication ◽  
Student Centred Learning ◽  
Literary Materials ◽  
Standard Techniques

Along with psychological approaches and concepts of teaching foreign languages, concepts of mastering a foreign language, built on the ideas of appropriation and interpretation of a foreign language linguistic experience, have spread in psychological science. While not being opposed to theories of teaching foreign languages, these concepts and approaches, however, have some differences from them, which also require analysis and interpretation. To avoid misunderstandings in the use of the most general concepts from the field of psychology of mastering foreign languages, in their study the authors clarify them, guided by the literary materials that make up its scientific paradigm. The authors analysed the use of non-standard techniques to facilitate the acquisition of foreign languages.In their research, the authors tested the hypothesis that in the conditions of personality-oriented dialogical teaching of a foreign language, personal characteristics that complicate foreign language communication are significantly optimised. As a result of the experimental work, the hypothesis was confirmed; still, in an even more strengthened form: the significant connection between the motivation of learning and the level of development of abilities for languages is fundamentally destroyed. In other words, in the conditions of student-centred learning, insufficient development of potential language abilities ceases to be a factor that negatively affects the motivation of learning.

scholarly journals HISTORICAL SIGNIFICANCE OF THE IMAGE OF THE KAZAN VIRGIN IN THE EDUCATION OF SPIRITUALITY, MORALITY, AND PATRIOTISM

2019 ◽  
Vol 7 (5) ◽  
pp. 682-686
Author(s):  
Ramil Ravilovich Khairutdinov ◽  
Alexander Vladimirovich Morozov ◽  
Flera Gabdulbarovna Mukhametzyanova ◽  
Elena Alexandrovna Venidiktova ◽  
Alexander Sergeevich Chugunov
Keyword(s):  
Civic Identity ◽  
Ordinary People ◽  
National Education ◽  
Historical Significance ◽  
Russian State ◽  
Modern System ◽  
Teachers And Students ◽  
Patriotic Education ◽  
The Subject ◽  
Educational Component

Purpose: The article presents an analysis of the historical values and roles of the Kazan Virgin in the formation and development of the Russian state, the spiritual, moral and patriotic education of citizens and, above all, the younger generation of the country through the prism of the modern socio-cultural situation. Methodology: The study implemented the principle of consistency, the principle of objectivity, the principle of the subject-subject approach. Result: The Kazan Icon of Holy Virgin, the significance of which cannot be overestimated, is a very strong image that has protected the Russian land from foreign invaders from time immemorial. Not only ordinary people prayed to her, but also princes, kings. Particular emphasis is placed on the consideration of the educational component in the modern system of national education, the formation and development of appropriate values and orientations of students, systems of spiritual and moral values, civic identity, the place of spirituality and spiritual culture in the personality structure. The authors substantiate the importance of the image of the Kazan Virgin in solving the problem of spiritual, moral and patriotic education of the population. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Historical Significance of the Image of the Kazan Virgin in the Education of Spirituality, Morality, and Patriotism is presented in a comprehensive and complete manner.

scholarly journals General education role of foreign language teaching in General education schools and higher educational institutions

2020 ◽  
Vol 6 (1) ◽  
pp. 20-30
Author(s):  
Natalya Bashlueva ◽  
Mariya Bashlueva
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Teaching ◽  
General Purpose ◽  
Point Of View ◽  
Foreign Languages ◽  
Educational Role ◽  
Language Communication ◽  
Definition Of

the article deals with the directions in the methodology of teaching foreign language to students of secondary schools and cadets and students of educational organizations of the Ministry of internal Affairs. The issue of the General educational role of teaching foreign languages is discussed. Attention is paid to the discussion of the point of view of some Methodists about the place and role of the theoretical and descriptive aspect of teaching. Proponents of this theory believe that this aspect is the essence of the General educational function of language teaching, and sometimes argue that it should be considered as the main content of learning and its main purpose. In the existing methodological concepts, two points deserve the sharpest criticism: the wrong understanding of the General educational meaning of foreign languages and the resulting erroneous definition of the content and essence of teaching. Ready-made signs of a language, its systems of elements and structures can and should be studied separately as the sum of phenomena and facts of language in the corresponding theoretical courses; but specific types of communicative activity are always mastered, where the "lexical", "grammatical" and "phonetic" aspects appear in an indissoluble organic unity, because not only in any act of language communication, but also in any sign of a sound language, there are both "vocabulary", "grammar", and "phonetics". From the General purpose of teaching a foreign language at school, it follows that it cannot be reduced to the development of any one type of communication activity (for example, reading or speaking), since this would unacceptably narrow the practical value of learning; the school should lay the Foundation for using all four main types: speaking, listening, reading to oneself and writing.

scholarly journals Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students

2021 ◽  
Vol 10 (37) ◽  
pp. 135-145
Author(s):  
A.V. Lebedev ◽  
S.V. Bespalova ◽  
I.S. Pinkovetskaia
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Interpersonal Relations ◽  
Comparative Method ◽  
Interdisciplinary Approach ◽  
Foreign Languages ◽  
Pragmatic Competence ◽  
Higher Institution ◽  
Language Communication ◽  
Major Attention

The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.

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