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.

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.

scholarly journals PROMISING AREAS OF USING HISTORICAL AND PEDAGOGICAL EXPERIENCE TO IMPROVE THE LINGUISTIC PROFESSIONAL TRAINING

2021 ◽  
Vol 2 ◽  
pp. 130-144
Author(s):  
Nataliya Mukan ◽  
Marianna Havryliuk ◽  
Mariana Levko ◽  
Nadiia Kobryn ◽  
Mariia Zapotichna
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Professional Training ◽  
Economic Value ◽  
Foreign Languages ◽  
Access To Education ◽  
World Knowledge ◽  
Lecture Material ◽  
Language Communication ◽  
Globalized World

In a modern globalized world, knowledge of a foreign language is important, determines the relevance of high-quality training of specialists in foreign language communication. Foreign language proficiency is a significant condition for establishing and maintaining international business contacts, intensifying professional interaction with foreign colleagues. The Bologna Convention also proclaims knowledge of foreign languages as a necessary basis for the mobility of students, teachers and scientists for access to education, research, teaching and training in the European Region. All these factors justify the economic value of knowledge of foreign languages and become an indispensable component of the professional training of future specialists. Competitiveness of specialists depends on the ability to read and translate professional foreign literature, on the formation of skills to listen to lecture material and reports in a foreign language during conferences, round tables and seminars; from the ability to participate in an idiosyncratic conversation on professional and business topics; from the ability to find the necessary information on the Internet or in any other foreign sources; from the ability to prepare and conduct a presentation on a selected topic.

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 Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020 ◽  
Vol 12 (4) ◽  
pp. 1302 ◽  
Author(s):  
Zhang ◽  
Dai ◽  
Wang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Linear Regression Analysis ◽  
Foreign Languages ◽  
Shaanxi Province ◽  
Research Attention ◽  
Third Language ◽  
Learning And Teaching ◽  
Foreign Language Proficiency ◽  
Senior English

Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.

scholarly journals THE ROLE OF INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGES TO FUTURE MANAGERS OF SOCIO-CULTURAL ACTIVITIES AT THE PRESENT STAGE

2020 ◽  
pp. 90-94
Author(s):  
Serhiy DANYLYUK ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Cultural Difference ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Integrative Approach ◽  
Communicative Behavior

The need to review goals, objectives and teaching methods in the process of teaching foreign languages in Ukraine in connection with the rapid entry of Ukraine into the world community, which, in its turn, leads to changes in both general methodology and specific methods, and techniques in the theory and practice of teaching foreign languages is discussed in the paper. It is noted that the main purpose of learning a foreign language is the formation of a linguistic personality who is ready for real, productive com- munication with representatives of other cultures at different levels and in different spheres of life. At the forefront is the need for verbal support for intercultural communication. Emphasis is placed on the fact that an integrative approach to foreign language teaching is especially important in the context of intercultural dialogue, which assumes that the interaction of different worldviews presented by communicators in- cludes their logics, thinking, values and is not blocked but stimulated by mutual understanding, tolerance, positive attitude. It is emphasized that relations are intercultural if their participants do not resort to their own traditions, customs, ideas and ways of behavior, but get acquainted with other people’s rules and norms of everyday communication. Intercultural communication requires that the sender and recipient of the message belong to different cultures. It also requires participants in communication to be aware of each other’s cultural differences. In essence, intercultural communication is always interpersonal communication in a special context, when one par- ticipant discovers the cultural difference of another.It is also said that successful intercultural communication involves, in addition to foreign language proficiency, the ability to adequately interpret the communicative behavior of a representative of a foreign society, as well as the willingness of partic- ipants to perceive other forms of communicative behavior, understanding its differences and variation from culture to culture. The strategy of convergence of non-cultural knowledge is aimed at preventing not only semantic but also cultural failures in communication.

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 Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)

2021 ◽  
Vol IX(256) (100) ◽  
pp. 34-38
Author(s):  
K. Ye. Stupak
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Council Of Europe ◽  
Specialized Schools

The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.

scholarly journals TRANSLATED TERMINOLOGICAL E-DIKTIONARIES AS AN URGENT REQUIREMENT OF THE PRESENT IN THE PROCESS OF LANGUAGE STUDENTS OF HEI

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 233-236
Author(s):  
Olena Kolhan ◽  
Tetiana Kolgan ◽  
Ruslana Padalka
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
21St Century ◽  
Communicative Competence ◽  
Mining Industry ◽  
Educational Process ◽  
Professional Activity ◽  
Original Material ◽  
Language Communication ◽  
High Level

The article reveals the problems that appear in linguistics of the 21st century, in particular, in terminology in direction of forming foreign language competent specialists. The works focus on the issue of the modern state of Ukrainian terminology in the mining industry. In the study, it is analysed the original material, it is monitored the present thesauruses of the mining industry of different types as well as translated ones. The authors present in brief the short description of the basic achievement of Ukrainian terminography in the mining industry starting with the middle of the 19th century till the present.The scientists have clearly stated the dependence of the development of terminography in the field of Ukrainian mining on the lingual and extra-lingual factors. Particular attention is paid to the problem of the absence of mining dictionaries (both monolingual and multilingual) in modern linguistics, which undoubtedly negatively affects the process of formation of foreign language communicative competence of the specialists of the future mining industry. The relevance of the article isdue to the urgent need to provide students of institutions of higher education with new innovative technologies for the formation of foreign language communicative competence and the search for modern approaches during the educational process in the educational institutions of both mining and humanities profiles. After all, the 21st century requires specialists in any field of human activities (as well as the mining one) to expand opportunities for intercultural communication, to deepen their knowledge of achievements in a particular field (including the mining one) by means of language communication, etc. All this becomes possible only under the condition of the formation of the number of competences, in particular, communicative. Creating and developing the e-dictionarywill enable free communication between representatives of different countries for the purpose of taking on the experience gained during the professional activity, as well as in the field of the mining industry, and will be worth representing the achievements of the domestic industry at the world stage. The high level of foreign language proficiency of graduates of Ukrainian universities will contribute to affirming the positive educational and scientific image of our country.

scholarly journals The role of education informatization in improving the efficiency of the educational process

2021 ◽  
Author(s):  
Iryna Skril ◽  
Nataliia Vasylyshyna ◽  
Tetiana Skyrda ◽  
Olena Moroz ◽  
Tatiana Voropayeva
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Language Proficiency ◽  
Information Exchange ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Foreign Language Proficiency ◽  
The Future ◽  
High Level

The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.

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.

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