scholarly journals DESIGN THINKING DEVELOPINGMETHODSIN FOREIGN LANGUAGE CLASSES

PRIMO ASPECTU ◽  
2021 ◽  
pp. 86-92
Author(s):  
Natalia A. FROLOVA ◽  
Irena V. ALESHCHANOVA
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Scientific Activity ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Research Activities ◽  
Language Classes

The article considers the issue of design thinking developing methods in foreign language classes. The study materials are presented by educational and methodological courses for teaching foreign languages, methodical developments for professionally oriented teaching, checklists of students’ educational and scientific activity, the final rating of the educational process of the academic groups participating in the experiment. The methods of observation, questioning and interviewing were used. The experimental results were statistically processed. The authors differentiate between the concepts of "design thinking" and "creative thinking" which are often confused. In this case design thinking is viewed as a higher level of thought process. It was found that the most effective basis for developing students' design thinking skills is the OIW (organized independent work), in particular, project activities. The effectiveness of the methodology for the formation and development of students’ design thinking competence core has been proven experimentally in 2018-2020 academic semesters in the process of full-time and remote working modeat at the Foreign Languages and Humanities Department of the Kamyshin Technological Institute (branch) of the Volgograd State Technical University. The conducted study showed that students participation in the experiment significantly influenced their outlook, quality of intellectual modeling, research activities, subject communication both in their native and foreign languages.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

scholarly journals Foreign Language Classes in a Pedagogical University: Topical Problems and Possible Solutions

2021 ◽  
pp. 202-208
Author(s):  
Andrei A. Kolesnikov ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Age Groups ◽  
Educational Process ◽  
Foreign Languages ◽  
Self Assessment ◽  
Language Classes ◽  
New Strategy ◽  
Educational Task ◽  
Short Comment

The article discusses a new strategy of professionally-directed (didactic-oriented) foreign language teaching to students of a language pedagogical university (future teachers of a foreign language). The study analyses the components of the teacher’s methodological (linguodidactic) competence, revealing a number of problems concerning their formation in a pedagogical university, as well as showing the dependence of their development on the intensity of their actualisation in the Foreign Language Practice discipline. The article identifies several factors hindering the formation of the linguodidactic competence within foreign language classes. In order to overcome these negative factors, the article offers a new model of teaching foreign languages, described in the formula “from the acquisition of didactic experience to one’s own educative decisions”. The methodology of this model is based on two interrelated methods: contextual teaching and vocation-focused foreign languages teaching, as well as related methods for organizing productive teaching of a foreign language. The model mentioned above assumes a two-stage implementation. At the first stage, analytical work of students is organized. Its aim is to understand and analyse the teaching practice. An important condition is the modelling of basic structural elements and some procedural features of a school lesson while organising university foreign language classes. Particular attention is paid to the implementation of individualised goal-setting, planning and self-assessment (reflection), demonstration of lexis, grammar and phonetics mastering, of active forms and techniques for organising communicative activities, methodological reflection. At the first stage, university students are also offered some methodological tools (for example, goalsetting maps and maps for academic work planning, etc.), which can be used in teaching foreign languages at school. When organising the educational process, much attention is paid to the awareness of methodological facts, phenomena, patterns. Therefore, a new type of exercises (educational-methodological) has been proposed. In addition to an educational task, these exercises contain a methodological task in form of a short comment, an additional question, etc. At the second stage, there is a transition to the organising of a productive methodologically oriented foreign language activity. Three main methods of methodologically oriented teaching are distinguished: modification of authentic (university) materials for different age groups of schoolchildren, conventional “professional test”, and project educational-methodological activity. In conclusion, the main results of the study are summarised.

scholarly journals Advanteges of Blended Learning in Foreign Languages Teaching

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Olesya Baklashkina ◽  
Natalia Maksimova ◽  
Svetlana Luts
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Education System ◽  
Mixed Type ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
State University ◽  
Part Time ◽  
Theoretical Issues

The article is devoted to the opportunities of blended learning, which is used in teaching foreign languages to students of non-linguistic specialties at Baikal State University. Since recently, the education system has been undergoing significant changes in terms of educational process organization. This is primarily due to global digitalization processes, as well as the forced move to blended or mixed forms of work during the pandemic. The authors of the article suggest using the term blended learning, since such terms as full-time learning, part-time learning do not reflect the whole essence of work in teaching a foreign language. The relevance of using a blended learning is determined by the taught discipline itself - a foreign language, since it is impossible to form the necessary skills and competencies only within the framework of classroom hours. A foreign language instructor has always used a mixed type of work, which has grown into a modified form today. The article analyzes some theoretical issues and provides an overview of blended learning practice. It is also describes the advantages of using this form in the educational process in general and in teaching foreign languages, in particular. In conclusion, the authors point out the necessity of using this form of work in teaching foreign languages.

"THE MANUAL IS VERY MUCH LIKE ANY OTHER BOOK…": FROM SKILLS AND HABITS TO CRITICAL AND CREATIVE THINKING

2020 ◽  
pp. 31-40
Author(s):  
Irina B. Antonova ◽  
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Educational Process ◽  
Instructional Materials ◽  
Foreign Languages ◽  
Educational Goals ◽  
Conceptual System ◽  
The Past ◽  
Language Textbooks

Modern educational process is getting more and more interactive which presupposes the employment of brand new textbooks and the most difficult to be written are manuals for studying foreign languages. Over the past decades interest in learning languages in Russia might be justified by globalization (the consequence of which is the phenomenon of interactivity) that results in developing new demands to foreign language textbooks among which the primary ones are to be communicative, situational, problemsolving, and (relatively) easy to obtain the form and content of a foreign language. More complex demands to a manual in general and to a foreign language textbook in particular consider it to be the product of conceptual system, the method of achieving educational goals, and the control lever of managing the learning process. Meanwhile, as the monitoring of the modern instructional materials demonstrates there is an obvious deficit of foreign language textbooks and manuals that could completely satisfy the demands declared and – which is even more important – could stimulate the development of the meaningful attitude to the study of a foreign language. This gives us reason to consider the topic chosen for the paper to be an issue of concern and urgency. Without criticizing or questioning the authoritative opinions over the quality of the current foreign language textbooks the author makes an attempt to define the essence of a textbook, to revise the demands to it and to describe the potential challenges of its writing.

scholarly journals ORGANIZING OF DISTANCE FOREIGN LANGUAGES TEACHING IN HIGHER EDUCATION ESTABLISHMENTS IN CURRENT CONDITIONS: PROBLEMS, METHODS, TECHNOLOGIES

2021 ◽  
Vol 1 (192) ◽  
pp. 199-203
Author(s):  
Nataliia Sarnovska ◽  
◽  
Maryna Antonivska ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communicative Competence ◽  
Learning Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Internet Resources ◽  
The Moment

The goal of teaching a foreign language in higher educational establishments in the context of the implementation of a competence-based approach is to form students’ communicative competence, which involves not only the development of speech skills and language skills, but also the assimilation of linguistic and cultural and socio-cultural knowledge. With the onset of 2020, people realized the need and relevance of information technology and, in particular, distance learning. This led to a significant change in the education strategy, the most important feature of which is the widespread use of various information technologies. At the moment, everyone uses Internet resources to carry out their activities at a distance. At the moment, due to the current situation in the country and in the world, the relevance of distance learning has become undeniable. The specificity of teaching foreign languages reveals both general problems of distance learning, as well as characteristic only for the discipline «Foreign language». With the decrease in study time, the problem of increasing the effectiveness of teaching arose, the solution of which is being addressed by teachers of foreign languages. Naturally, this entailed analysis and revision of curricula and plans, and, as a result, the search for new approaches and techniques to optimize the learning process in new conditions. Distance learning allows to implement individual study programs for students in the study of foreign languages. The article considers distance learning, analyze its advantages and shortcomings, explore ways of its implementation in the study of foreign languages ​​at universities and to demonstrate the role of computer technologies and Internet resources in the development of foreign language communicative competence and the students’ independent work skills forming. Distance learning is based on modern information and communication technologies of training and advanced training. Distance learning technologies can be seen as a natural stage in the evolution of the traditional education system. Thanks to technological progress, full-time and distance learning were able to integrate, complementing, and in some cases replacing each other. Thanks to the competence of teachers in this area, integration has become possible and does not harm the educational process, but, on the contrary, improves and effectively complements it.

scholarly journals DEVELOPING INDEPENDENT AND CREATIVE ACTIVITY OF STUDENTS

2021 ◽  
Vol 9 (10) ◽  
pp. 320-324
Author(s):  
Hakimova Hulkar Hamitovna ◽  
◽  
Hakimova Muhabbat Fayzievna ◽  
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
Independent Learning ◽  
Highly Qualified ◽  
Approach To Learning ◽  
Research Activities ◽  
Creative Research ◽  
The Individual ◽  
Positive Effect

In modern conditions, the educational process is required to focus on the development, socialization of the individual and the development of independent, critical, creative thinking skills. One of the most pressing issues today is the training of highly qualified specialists in accordance with consumer requirements, the formation of knowledge, skills and abilities of students in their chosen specialties, independent learning and practical activities.That is why researchers and advanced educators are looking for ways, technologies and methods to develop a creative approach to learning activities in students. One of the most advanced pedagogical technologies that has a positive effect today is the use of factors in the development of independent and creative research activities of students in the educational process.

scholarly journals The role of multimedia in the process of intensification of foreign language classes

2020 ◽  
Vol 1 (189) ◽  
pp. 155-160
Author(s):  
Nataliya Rozhak ◽  
◽  
Maria Mykytenko ◽  
Keyword(s):  
Foreign Language ◽  
Computer Training ◽  
Integrated Approach ◽  
Individual Characteristics ◽  
Educational Process ◽  
Foreign Languages ◽  
Multimedia Resources ◽  
Language Classes ◽  
Multimedia Technologies ◽  
The Individual

The article covers the essence of the concepts of «intensification of training», «multimedia», «multimedia technologies, «multimedia tools». Distinctive features of multimedia resources from traditional ones are given. The characteristic features of the process of intensification of foreign language lessons are identified. The pedagogical methods and techniques used in the process of intensification of foreign language lessons by means of multimedia in higher educational institutions are presented. The main types of multimedia are distinguished. It is noted that during the correct and systematic use of multimedia resources, the volume of educational material is several times increased and a high degree of mastery of foreign languages is achieved. The expediency of using multimedia technologies in foreign language classes has been formed. It is noted that a promising direction of work in the system of employment intensification is an integrated approach to solving the main tasks that combine: a complex of multimedia technologies with high didactic potential, telecommunication technology, computer training and methods of intensive learning of foreign languages. The advantages of using multimedia in the process of intensification of foreign language classes are indicated. The process of learning a foreign language is a complex and constantly evolving system. Teachers need to take advantage of the opportunities that exist in today's world. Today, they are multimedia. They are effective educational technologies due to their inherent qualities of interactivity, flexibility and integration of different types of educational information, as well as the ability to take into account the individual characteristics of students and to enhance their motivation. As a result, these tools are included in the educational process as supportive of traditional methods of the education system. Multimedia resources act as the means of intensifying the learning process, individualizing learning and partially automating the work of teachers associated with the measurement and assessment of students' knowledge.

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

Country study commentary as one of the forms of implementation of interdisciplinary relations

2020 ◽  
Vol 60 (11) ◽  
pp. 61-64
Author(s):  
Lala Mustafa Akhundzadeh ◽  
◽  
Nailya Agaguseyin Orujeva ◽  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Effective Means ◽  
Educational Process ◽  
Educational Institutions ◽  
Regional Studies ◽  
Highly Qualified ◽  
English History ◽  
Language Classes ◽  
Country Study

This article deals with the method of using regional studies in foreign language classes in a non-linguistic university. It speaks about the realization of interdisciplinary relations as one of the effective means of professsionalizing the educational process. The paper also considers some variants of activities at the English lessons. Combinations of such subjects as Geography and English, History and English are presented. The interests of students in the field of their specialty are revealed. The interdisciplinary relations as a means of increasing general education and cultural potential of higher educational institutions are also highlighted. The necessity for highly qualified specialists in various specialities is emphasized in this article. Key words: interdisciplinary relations, integration, didactic principles, linguistic and country studies, differentiation of sciences, the emergence of fringe sciences

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