scholarly journals THE USE OF ICT TOOLS FOR TEACHING FOREIGN LANGUAGES IN THE MILITARY SECTOR

2017 ◽  
Vol 15 (2) ◽  
pp. 85-107
Author(s):  
Paweł MADEJ
Keyword(s):  
Foreign Languages ◽  
Ict Tools ◽  
The Military

MILITARY TERMS IN THE WORK OF«BABURNAME»

2020 ◽  
Vol 1 (3) ◽  
pp. 136-142
Author(s):  
Anvar Kurganov ◽  
Keyword(s):  
English Translation ◽  
Foreign Languages ◽  
Literary Value ◽  
Original Language ◽  
Artistic Works ◽  
The Military

Today, military terms can be found not only in literature, documents and codes or dictionaries, but in copies of scientific, historical and artistic works written by our ancestors in foreign languages, especially in English as well. The encyclopedic work of Zakhiriddin Muhammad Babur “Baburname”, which at one time was considered a real chronicle and still has not lost its scientific and literary value and was translated into English. Including John Leydne (1826), F.G. Talbot (1909), William Erskine, Annette Suzanne Bevridge (1921) were among them. The article compares the military terms used in the English translation by BaburnameWheeler Thaxton and Salman Rudzhi with those in the original language.

scholarly journals On the frontier of the military glory

2015 ◽  
Vol 2 (2) ◽  
pp. 64-71
Author(s):  
I.V. Dergacheva ◽  
O.N. Nikanorova ◽  
L.A. Silina
Keyword(s):  
Foreign Languages ◽  
The Military

The article describes the moto rally along the places of battles of 21st and 18th brigades (16th West Front army), which were participating in Zhizdra offensive operation from 22nd of February to 20th of April 1943. The veterans of e5th Rocket division and representatives of Foreign languages faculty took part in this moto rally.

scholarly journals DIGITAL SKILLS DEVELOPMENT AND ICT TOOLS FOR FINAL QUALIFICATION ASSESSMENT: SURVEY STUDY FOR STUDENTS AND STAFF OF EUROPEAN AND ORIENTAL PHILOLOGY PROGRAMS

2020 ◽  
pp. 54-68
Author(s):  
Rusudan Makhachashvili ◽  
Ivan Semenist ◽  
Anna Bakhtina
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Real Life ◽  
Assessment Process ◽  
Foreign Languages ◽  
Study Objective ◽  
Legal Procedure ◽  
Digital Format ◽  
Digital Skills ◽  
Ict Tools

The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). Factors of societal change, that provide the backdrop for skillset critical transformation, crucial for the COVID-19 emergency educational framework are considered. The study premise is based on identification of various competency principles, derivative of 21st century skills for university staff members and projected digital literacy requirements. A correspondence between 21st century skills framework, Competences 2020 framework and the newly devised Global Skills framework has been devised. The study objective is to critically review the applied case and best practices of Borys Grinchenko Kyiv University Digital Final Qualification Assessment for students of European (French, Italian, Spanish, English, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation also seeks to identify various groups of applied digital skills and collaboration skills, utilized through qualification assessment process by all parties (students, faculty and referees). It is determined how in the situation of the COVID-19 pandemic lockdown all elements of the Final Qualification Assessment at Borys Grinchenko Kyiv University for European and Oriental Languages programs have been relegated to the digital, remote or blended format with the use of ICT tools. The qualification assessment regimen for foreign languages major programs was adapted to digital format as a framework (a legal procedure that results in the degree confirmation of a student), the string of consecutive communicative activities according to the legal procedure, the "ritual" scenario. Comparative results of the Final Qualification Assessment digital format adaptation for different groups of foreign languages programs (European and Oriental) are devised

MODERN FEATURES OF FORMATION OF FOREIGN DISCURSIVE COMPETENCE IN HIGHER EDUCATIONAL CUSTOMERS AND OFFICERS

2019 ◽  
Vol 2 (12) ◽  
pp. 188-198
Author(s):  
L. Semenenko ◽  
E. Kolennikova ◽  
T. Akinina ◽  
V. Kulbashevsky ◽  
M. Naumenko
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Practical Knowledge ◽  
Educational Institution ◽  
Language Education ◽  
Foreign Languages ◽  
Military Organization ◽  
Motivation For Learning ◽  
Main Components ◽  
The Military

The high requirements for training a military specialist include improving the quality of language education for students of military universities, which can be accomplished by reforming ineffective teaching methods in a foreign language. Moreover, when updating and improving existing methods and developing technologies of teaching foreign languages, it is necessary to take into account the specifics of the educational institution, the closeness and isolation of the military organization. Given these features, modern methods of teaching foreign languages in military universities should be aimed at the formation of professional competence, and the development of a versatile personality, able to express their opinions competently. Formation of foreign language discursive competence in military specialists will not only effectively and profoundly acquire practical knowledge, but will also help to develop professional motivation for learning a foreign language. In order to study the ways of formation of discursive competence in students of higher military educational institutions it is advisable to: identify the essence of discursive competence, giving it the most capacious definition; determine the structure of the phenomenon under study and identify its main components; to determine the specifics of discursive competence in higher military education. Based on most definitions, foreign-language discursive competence should be developed as a pragmatic ability, selecting as a basis the skills and competencies that will be most relevant within a particular military specialty. Modern training technologies and developments, based on the basic principles of teaching a foreign language for professional purposes, can significantly improve the efficiency of the process of learning a foreign language

scholarly journals Foreign Languages and Cultural Awareness - A Must in The Education of The 21st Century European Military Leaders

2017 ◽  
Vol 23 (2) ◽  
pp. 349-354
Author(s):  
Marioara Pateşan ◽  
Alina Balagiu ◽  
Dana Zechia
Keyword(s):  
Personal Development ◽  
Cultural Awareness ◽  
Foreign Languages ◽  
The Political ◽  
Common Language ◽  
Military Leaders ◽  
Local Populations ◽  
Special Events ◽  
The Military ◽  
Curriculum Topics

AbstractEurope is characterized by both geographical and cultural diversity. At present, the European countries are under deep transformations due to the migratory trends. These special events need measures not only at the political level but also at the military, social and economic one. By being aware and accepting all these changes, mainly the cultural ones, we have to be open and adapt ourselves to the new context in which we have to be able to accept that our existence with its norms, values, customs and traditions is not unique. The language competences contribute to the mobility, employability and personal development of its citizens, in particular, the young people. As far as the military environment is concerned, we believe that it is of utmost importance not only to speak a common language but also to know the culture of the partners we cooperate with, as well as that of the local populations from various theatres of operations. At the level of our institutions, we tried to integrate into the curriculum topics that help our students, future military leaders, to be ready to efficiently answer to the new changes that they will face in a new military environment. In our paper, we will highlight the ways we can promote the development of our learners’ linguistic and cultural competencies.

scholarly journals Foreign Language Education in the Military

2018 ◽  
Vol 24 (2) ◽  
pp. 351-355
Author(s):  
Marioara Pateşan ◽  
Dana Zechia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Language Education ◽  
Foreign Languages ◽  
Written Text ◽  
Oral Speech ◽  
The Military

Abstract As teachers of English in the military, we totally believe that today’s military should have foreign language skills and cultural expertise besides military competencies, needed to face the challenges of our present security. Foreign languages and cultural awareness can be considered ‘critical capabilities’. But proficiency in a foreign language is difficult to be acquired when you are not allotted sufficient class hours or the linguistic level of your students is pretty low. The English language proficiency training is a complex process involving time as well as human and financial resources. Each army needs literate military in foreign languages that can speak and write, comprehend oral speech or written text, in the literal and figurative forms of the language. Not being able to speak the NATO prime language of communication can be considered a real barrier for any military participant in international missions. The present study is a theoretical approach presenting some priorities in language learning education at home and abroad

scholarly journals The Role of Culture in The Acquisition of Foreign Languages by Military Students

2017 ◽  
Vol 23 (2) ◽  
pp. 338-342
Author(s):  
Alina Gabriela Negoescu ◽  
Simona Boştină-Bratu ◽  
Lucia Palea
Keyword(s):  
Foreign Languages ◽  
Military Students ◽  
Language And Culture ◽  
Cross Cultural Communication ◽  
Definition Of ◽  
The Military ◽  
Key Terms ◽  
The Relationship ◽  
Culture And Language

Abstract This paper highlights the importance of integrating culture in the teaching of foreign languages to military students. The first section of the paper offers some basic definitions of culture and key terms associated with it. The next part of the paper brings into discussion the relationship between culture and language acquisition. There is an intimate connection between language and culture; not only language is comprised in the definition of culture, but it also reflects culture, thus we cannot separate language teaching from culture. The final part of the paper focuses on the military students as future leaders that need to develop cross-cultural communication skills and be aware of the cultural differences in order to avoid potential failures during communication with soldiers from foreign militaries in theatres of operation or on other international missions that they are assigned.

scholarly journals The Role of the Tutor in the Choice of Pedagogical Management Tools for Autonomous Work in Foreign Languages

2019 ◽  
Vol 23 (3) ◽  
pp. 475-489 ◽  
Author(s):  
Lyudmila S. Chikileva
Keyword(s):  
Foreign Language ◽  
Graphical Representation ◽  
Foreign Language Learning ◽  
Educational Environment ◽  
Individual Learning ◽  
Semantic Interpretation ◽  
Foreign Languages ◽  
Educational Activity ◽  
Management Tools ◽  
Ict Tools

Introduction. The paper presents the results a study of the implementation of individual educational routes in students’ autonomous foreign language study at a non-linguistic university. Factors determining student motivation and satisfaction with the autonomous study using the Rosetta Stone Advantage platform were considered. The purpose of the study was to find out how tutors manage autonomous work and what ICT tools are used in this process. The relevance of this study is determined by the importance of the implementation of electronic platforms in the process of teaching foreign languages, as well as the need to investigate new forms of management used by tutors in the process of monitoring individual learning activities in electronic educational environment. Materials and Methods.The following methods have been used in this research: a survey with Likert scale, data analysis, semantic interpretation of data and graphical representation of data. The empirical basis of this study includes the results of the survey of students of the Institute of Distance Learning and Open Education at the Financial University under the Government of the Russian Federation (Moscow). Results. In the present article it is shown that students can benefit from the integration of electronic platforms in foreign language learning since it provides them with excellent opportunities to choose their own educational content that takes both their professional interests and their present level of foreign language proficiency into account. However, although most students are motivated to use electronic educational platforms in their autonomous work, they need assistance. Tutors play an important role in the organisation of this type of educational activity in terms of explaining how to work with the platform, helping students to choose individual learning routes and providing motivation. Using various ICT tools of pedagogical management, tutors monitor the process of autonomous work and control its results; thus, the individual work of students becomes more ef ficient. Discussion and Conclusion. The results of the research and the discussion of these results with colleagues at scientific conferences and methodological seminars help to determine future perspectives for the successful use of pedagogical management tools in the process of autonomous study on electronic educational platforms. The results of the research have practical value for teachers of foreign languages working in the electronic educational environment.

scholarly journals Soft Skills and ICT Tools for Final Qualification Assessment in Universities of Ukraine and India in COVID-19 Framework

2021 ◽  
Vol 58 (2) ◽  
pp. 849-861
Author(s):  
Rusudan Makhachashvili Et al.
Keyword(s):  
Digital Literacy ◽  
Cultural Context ◽  
Soft Skills ◽  
Real Life ◽  
Assessment Process ◽  
Foreign Languages ◽  
Final Project ◽  
Global Pandemic ◽  
Process Qualification ◽  
Ict Tools

The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs is a strict regimen that involves different stages (oral and written exams, final project viva, internal and external review). This study presents a comprehensive analysis of the practices of Borys Grinchenko Kyiv University (Kyiv, Ukraine) and International Business School (Hyderabad, India) digital qualification assessment for students of European (French, Italian, Spanish, English, German) and Asian (Mandarin, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation identifies various groups of applied digital skills and soft skills, utilized through qualification assessment process by primary subjects (students). The choice of the considered cases of university Final Qualification Assessment for Foreign Languages major programs is informed by the need to estimate similar and divergent socio-cultural parameters of digital literacy development and application in multi-cultural context.  Comparison is provided for integral and differential parameters of Final Qualification Assessment in the universities of Ukraine and India under survey.

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