scholarly journals STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE

2020 ◽  
Vol 12 ◽  
pp. 77-88
Author(s):  
N. V. Serpikova ◽  
M. B. Serpikova
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Educational Process ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Comparative Approach ◽  
Poor Knowledge ◽  
University Teachers ◽  
Professional Activities ◽  
Language Studies

Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning English and French as a FL2 and the reasons for the students’ poor knowledge of foreign languages, we came to the conclusion that the problem does not lie solely with the small number of school hours or poor knowledge obtained at school. The lack of linguistic competence results from the insufficient knowledge acquired from native language studies, it is one of the main reasons for the poor proficiency of students in foreign languages. Students are not familiar with linguistic terminology in their native language, and this fact greatly complicates explanation of the grammar of the studied foreign language. The purpose of this paper is to focus the attention of university teachers on the need to work with students to master Russian and foreign language terminology in the framework of a comparative approach, which is one of the main methods of teaching a foreign language, as it expands the general language awareness and develops the “linguistic flair”of students.

scholarly journals THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER

2017 ◽  
Author(s):  
Vladimir Proshkin ◽  
Oksana Glushak ◽  
Nataliia Mazur
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Information And Communications Technologies ◽  
Foreign Language Teachers ◽  
Reading And Writing ◽  
Professional Activities ◽  
Communications Technologies

The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of above-mentioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts.

scholarly journals Linguistic and didactic aspects of the “linguistic consciousness” formation in teaching foreign languages: grammar skills formation

2021 ◽  
pp. 105-114
Author(s):  
Aida R. Nurutdinova ◽  
Olga V. Shelestova ◽  
Irian Vasallo Baez
Keyword(s):  
Foreign Language ◽  
Gradual Increase ◽  
Educational Process ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Quality Of Teaching ◽  
Language Communication ◽  
Grammatical Skills ◽  
Communication Step

The process of learning grammar is quite time-consuming. Poor grammar is often the reason that prevents people from communicating freely and competently in a foreign language. Definitely, some textbooks offer a sufficient number of grammar exercises, but, as a rule, these exercises are not aimed at communication. Therefore, it is quite natural that at the beginning of the formation of grammar skills, students do not have sufficient linguistic competence and psychological readiness for full-fledged foreign language communication. Consequently, the task of teachers is to create such conditions in the educational process where students are involved in communication step by step, with a gradual increase in psychological stress and linguistic load, at the same time including grammar tasks in the learning process. Thus, the relevance of this article is determined by the increased requirements for the quality of teaching a foreign language with a view to earlier communication and the undeveloped issues related to the problem of developing and improving grammatical skills.

scholarly journals The problems of the development of foreign language communication skills of non-linguistic specialities' students

2020 ◽  
Vol 100 (4) ◽  
pp. 145-154
Author(s):  
D Jantassova ◽  
◽  
Dorin Isoc ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Extracurricular Activities ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Team Work ◽  
Foreign Languages ◽  
Professional Activities ◽  
Language Communication

The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.

scholarly journals SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"

2018 ◽  
pp. 34-37
Author(s):  
I. Shestopalova ◽  
K. Potapenko
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Solid Base ◽  
Moral Norms ◽  
Professional Activities

The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other peoples, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co- exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.

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.

scholarly journals INNOVATIVE METHODS OF TEACHING A FOREIGN LANGUAGE FOR STUDENTS OF NON-LANGUAGE SPECIALTIES WITHIN

2021 ◽  
Vol 1 (194) ◽  
pp. 158-162
Author(s):  
Alina Mekheda ◽  
Keyword(s):  
Foreign Language ◽  
Mobile Applications ◽  
Professional Training ◽  
Educational Process ◽  
Foreign Languages ◽  
Highly Qualified ◽  
Authentic Materials ◽  
Higher Education System ◽  
Innovative Methods ◽  
Educational Potential

The article reviews the main reasons for the growth of the role of a «foreign language» discipline within the framework of non-linguistic specialties as part of the process of gradual reformation of the higher education system in Ukraine. The author addresses the search for effective concepts for the integration of professional training and teaching foreign languages for future highly qualified specialists in non-linguistic universities, which are reflected in strategic government documents. The main innovative methods of teaching a foreign language, conditions for their effective application in the educational process of higher educational institutions along with their teaching and educational potential are analyzed. Amongst the innovative methods of teaching students a foreign language, the author highlighted the following: training modules that ensure the development of the fluency of students' speech, as well as their confident communication in a foreign language; case technologies that make it possible to use practical life situations for learning; binary classes allowing the integration of subjects, interest and students` motivation. Educators and students have the opportunity to use the Internet and computer technology to increase the efficiency of the process of learning foreign languages in university courses. A great tool for learning foreign languages are mobile applications and Internet platforms that use authentic materials. Students and teachers have access to audio and video materials created by native speakers who are also teachers. Mobile applications allow you to independently create test tasks, surveys and a variety of games and involve a large number of students.

scholarly journals Effectiveness Of Applying Modern Methods In Foreign Language Teaching

2021 ◽  
Vol 03 (04) ◽  
pp. 244-251
Author(s):  
Odina Makhamadaliyevna Mukhamedova ◽  
◽  
Nazira Abdusamatovna Akramova ◽  
Maftuna Asatullo Qizi Boboraimova ◽  
Nargiza Salaxiddinovna Atabayeva ◽  
...  
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Information Technologies ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Skills Transfer ◽  
Effective Use ◽  
Day By Day

In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.

scholarly journals Development of foreign language communicative competence in the process of academic and professional interaction in a second foreign language

2020 ◽  
Vol 9 (3) ◽  
pp. 282-286
Author(s):  
Irina V. Odaryuk ◽  
Artem S. Gampartsumov
Keyword(s):  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Assessment Tools ◽  
Comparative Approach ◽  
Federal State ◽  
Native Languages ◽  
Educational Standard ◽  
Methodological Principles ◽  
State Educational

This paper examines the peculiarities of teaching German as a second foreign language in a railway university. The analysis emphasizes the inefficiency of traditional methods and the success of the bilingual approach, which consists in a harmonious combination of methodological principles of teaching the first and second foreign languages. The authors carry out a theoretical analysis of the fundamental principles of teaching a second foreign language: a comparative approach, the principle of reliance on the first foreign and native languages, an autonomous approach, a cognitive principle. The paper deals with the issues related to interference and transfer in teaching a second foreign language. Project methods (simulation, presentation speech, Lapbook-technology) tested by the author in the learning process are offered as learning technologies, the use of which facilitates effective mastering of foreign language skills and abilities. The syllabus of the course A Second Foreign language developed by teachers of the Rostov State Transport University in accordance with the new edition of the Federal State Educational Standard is analyzed. The conclusion is made that this syllabus satisfies the requirements put forward by methodologists to the process of teaching a second foreign language. The analysis of the organization of the educational process with the use of textbooks and a fund of assessment tools prepared for the course is expected to be the subject of our further research.

scholarly journals Characteristics of interactive methods of foreign language training for students of non-linguistic specialities

2020 ◽  
Vol 2020 (1) ◽  
pp. 71-75
Author(s):  
Olga Sergeevna Afanasyeva ◽  
Yanina Samvelovna Morozova
Keyword(s):  
Foreign Language ◽  
Group Discussion ◽  
Role Playing ◽  
Educational Process ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Case Method ◽  
Interactive Teaching ◽  
Analytical Review ◽  
Role Playing Game

The article discusses the pedagogical conditions for organizing the educational process of teaching foreign languages, which contribute to the formation of communicative competence of students. There has been presented the analytical review of modern methods of instructing non-linguistic students in foreign languages. The analysis of methods of interactive teaching a foreign language (a group discussion, a discussion, a case method, a role-playing game, a conference) has been carried out. It has been inferred that the introduction of interactive teaching methods into the educational process has distinct advantages

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.

Sign in / Sign up

Export Citation Format

Share Document