Assessment of students’ self-regulation in the process of foreign languages acquisition

2021 ◽  
pp. 12-18
Author(s):  
I. A. Karpovich ◽  
Iu. V. Koroleva
Keyword(s):  
Self Regulation ◽  
Foreign Languages ◽  
Educational Activity ◽  
Educational Performance ◽  
Peter The Great ◽  
Pedagogical Research

In recent years, the problem of self-regulation of educational activity has become an urgent subject of psychological and pedagogical research. This is due to the fact that self-regulation is one of the most important factors that ensure the effectiveness of students’ educational performance, especially while studying distantly. This paper is devoted to the description of the methodology for assessing students’ self-regulation, successfully tested in the process of teaching foreign languages at Peter the Great St. Petersburg Polytechnic University.

scholarly journals Issues in developing the learning motivation of adult learners for studying foreign languages

2020 ◽  
Vol 133 (4) ◽  
pp. 99-105
Author(s):  
А.А. Palina ◽  
◽  
T.A. Kokhanover ◽  
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Teaching Practice ◽  
Native Speakers ◽  
Foreign Languages ◽  
Educational Activity ◽  
Learning Needs ◽  
Distinctive Features ◽  
Experimental Training ◽  
Basic Learning

This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for successful development and maintenance of adult students’ motivation. The article suggests such method as correspondence with native speakers of a foreign language. It describes the conduct of experimental training using the proposed method, which is supported by the results of a survey to identify the level of adult students’ motivation.

scholarly journals Assessment of the level of readiness of future teachers to create psychological safety in the educational environment

2021 ◽  
Vol 113 ◽  
pp. 00087
Author(s):  
S.A. Tyurenkova ◽  
A.V. Shumakova ◽  
N.I. Tsvirko
Keyword(s):  
Educational Institution ◽  
Self Regulation ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Activity ◽  
Future Teachers ◽  
Wide Range ◽  
Vital Component ◽  
Personal Competencies ◽  
Teachers Training

A wide range of potential risks and threats in each educational activity segment determines the need to create the safety of educational subjects. It requires improving teachers’ training to create a safe educational environment and the formation of a safety culture in the younger generation. As a vital component of the educational environment’s integrated safety, the authors of the article consider psychological safety, in the provision of which the professional and personal competencies of the teacher in the field of self-regulation, self-government, and self-development play a unique role. The study aims to assess the level of neuropsychic stability of students of a pedagogical higher educational institution and identify the degree of development of their ability to self-government. The article presents the results of an empirical study of these indicators. More than 300 students - future teachers who are in different years of their studies - took part in the survey, which made it possible to assess the dynamics of the competencies formation. The data obtained made it possible to determine the directions for improving the institute’s work in the formation of the future teachers’ competencies necessary to create and maintain a safe, educational environment.

Conscious self-regulation in the system «frustration — aggression»

2020 ◽  
Author(s):  
T. N. Banshchikova ◽  
Keyword(s):  
Significant Contribution ◽  
Self Regulation ◽  
Structural Equations ◽  
Educational Activity ◽  
Regulatory Mechanisms ◽  
Psychological Predictors ◽  
Internal Factors ◽  
System A ◽  
Standard Mode

The article presents the results of an empirical study of the role of conscious self-regulation in the “frustration — aggression” system. A sample of teachers (N = 247) collected data on conscious self-regulation (questionnaire Selfregulation style of educational activity), the level of aggressiveness (Bass-Darki questionnaire), the level of social frustration (Wasserman questionnaire, etc.) ... The place of frustration among external and internal factors causing aggression has been determined; the structure of the connection between conscious self-regulation and aggression has been established. An empirical model of psychological predictors of aggression was constructed using the method of modeling by structural equations. The results demonstrate a significant contribution of conscious self-regulation to the “frustration — aggression” system. Conscious self-regulation acts as a resource for reducing the likelihood of aggressive manifestations at the stage of evaluating the results, when it becomes necessary to assess the situation caused, to search for a new meaning in achieving the goal. The developed ability to assess the results in a standard mode allows you to compensate for some personality traits. The regulatory and personal properties of independence and flexibility act as a kind of guides in the “frustration — aggression” system in cases where the effectiveness of achieving the goal is threatened. The results obtained make it possible to deepen the understanding of the resource role of regulatory mechanisms in conditions of frustration.

scholarly journals The Stimulation of Students’ Interest in the Teaching by Competency-based Approach: Latin American Perspective

2017 ◽  
Vol 7 (1) ◽  
pp. 26-33
Author(s):  
Olena Zhyzhko
Keyword(s):  
Latin American ◽  
Basic Education ◽  
Self Regulation ◽  
Self Control ◽  
Learning Context ◽  
Learning Abilities ◽  
Competency Based ◽  
The Subject ◽  
Pedagogical Research ◽  
Stimulation Of

AbstractThis article presents the results of scientific-pedagogical research, which consisted in identifying, what are the best strategies of stimulation of students’ interest in the teaching by competency-based approach studying the works of Latin American scientists. With support in the pedagogic-comparative study the author has found out that in the Mexican education system the competency-based approach has been implemented since 2009 through the new national educational policies and Reform of Basic Education in which documents it is argued that competence means putting in play knowledge, attitudes, skills and values for achieving purposes in certain contexts and situations. One of the key tasks of the teacher is to lead and keep the attention of his/her students towards certain goals. Motivation to learning represents the socio-emotional or psychosocial variables (social identity, attitude to the subject, motivation), involved in learning on par with the educational variables (teacher, methodology, learning context); individual variables (subject learning abilities, aptitudes, needs, personality); socio-demographic variables (student’s age, sex, socio-economic and socio-cultural level); sociopolitical context variables (importance in the society of knowledge that provides the subject). The study has showed that the best strategies for stimulation of students’ interest in the learning by competency-based approach, following the Latin American scientists, are, among others, modeling, adapting, making the content of the studied discipline “accessible” to the student’s needs; developing students’ autonomy in learning; promoting conscious learning; establishing dynamic and equitable system of interrelations in the class; creating positive psychological environment; raising the illustrative and dynamic teaching; ensuring the self-control and self-regulation; using the error as part of the learning process (and not as punitive).

scholarly journals PECULIARITIES OF TEACHING FOREIGN LANGUAGES IN TERMS OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 90-98
Author(s):  
SVITLANA VYSOTCHENKO ◽  
IRYNA MALYNOVSKA
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Educational System ◽  
Educational Process ◽  
Foreign Languages ◽  
Educational Activity ◽  
Authentic Texts ◽  
Theoretical Concepts ◽  
Motivating Factor

The article reviews the key peculiarities of teaching foreign languages in the conditions of distance learning. It has been established that the basis of modern paradigms of education consists in scientific and theoretical concepts reflecting the main features of reality. These include personality-oriented learning, individualization and differentiation of educational activity, the formation of motivation to learn, self-development of students and etc. The given conceptual ideas of education are successfully implemented in modern information and educational environment. This provides the organization of the educational process due to information and communication technologies both in person and remotely. Modern paradigms of teaching foreign languages reflect the main features of the modern educational system. The article has considered distance learning as one of the actual areas of modernizing education, as well as the peculiarities of teaching foreign languages ​​in terms of distance learning. It has been summarized that the process of introducing distance learning into the educational system in different countries has its own peculiarities. The specificity of the subject “Foreign language” is correlated with the specifics of distance learning, the main peculiarities of which are network (remote) interaction of all participants of the learning process and a relatively bigger scope of individual work conducted in the form of “Just in time”, interactivity, selection and structuring of educational materials (authentic texts), pedagogical technologies, etc. It has been concluded that distance learning is a motivating factor in learning foreign languages. It contributes to the achievement of personal, metadisciplinary, subject learning outcomes and, ultimately, achieving the aim of learning foreign languages, that is forming foreign language communicative competence

scholarly journals Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages

2019 ◽  
Vol 11 (1) ◽  
pp. 312
Author(s):  
Yulya Zhurat ◽  
Natalya Davydzuc ◽  
Maria Oliynyk
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Material ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Educational Activity ◽  
Social Nature ◽  
Effective Components

Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.

scholarly journals The role of students’ individual differences in language learning strategy choice

2019 ◽  
Vol 65 (2) ◽  
pp. 117-121
Author(s):  
Iryna Kaminska
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Foreign Languages ◽  
Individual Choice ◽  
Language Learning Strategies ◽  
Learning Contexts

In the article, theoretical-and methodological approaches of modern scholars to the issue of implementing learning strategies into the process of teaching foreign languages are ascertained. The development of strategies and the strategy repertoire along with factors that influence the choice of strategies and their transfer to different learning contexts is considered. Strategy instruction and its impact on language learners are observed. The variety and diversity of factors affecting the choice and the use of learning strategies, namely, motivation, learner autonomy, self-regulation, prior learning experience and students’ beliefs, which determine individual choice of language learning strategies by students of higher education establishments are analyzed. The transfer of general learning strategies to new learning contexts, notably to learning foreign languages, and the predictive value they have in language achievement is defined. The value and importance of learning strategies and the relationship between success, achievement and performance and examined. The teaching of the wide scope of strategies to language students to help them become more efficient, effective and productive is addressed. Possible differences in learning strategy types and frequency of strategy use in low and high strategy users as well as high and low achievers of foreign language learners are identified. Research needs to be conducted to find more efficient ways of training learners to use language learning strategies effectively. The length, the amount and the type of strategy instruction that has more impact on the students’ adoption of learning of strategies should be scrutinized. The type of strategies that learners are more susceptible to accept and adopt not only in the short term but also in the long term should be analyzed. No study has been conducted in the general set of strategies which beginner learners of English transfer from their general repertoire of strategies to language learning as the primary tools to face language learning and the extent to which these strategies will help them in attaining success in language learning.

scholarly journals COMPONENTS OF EDUCATIONAL ACTIVITY OF PUPILS OF CHILDREN’S CHOREOGRAPHIC TEAM

2020 ◽  
pp. 28-32
Author(s):  
Bulaga K.M.
Keyword(s):  
Self Regulation ◽  
Educational Activity ◽  
Target Component ◽  
Educational Activities ◽  
Creative Dance ◽  
Self Development ◽  
Inner World ◽  
The Right ◽  
Difficult Situations ◽  
Target Activity

У статті охарактеризовано поняття навчальної діяльності вихованців дитячого хореографічного колективу як специфічного виду цілеспрямованої діяльності з оволодіння системою хореографічних знань як інформації, що підлягає опануванню, хореографічних умінь та навичок як способів діяль-ності, досвіду хореографічної творчості та емоційно-морального сприйняття хореографічних творів, що дає нам уявлення про взаємозв’язок процесів навчання й опанування хореографічного мистецтва. На основі аналізу психолого-педагогічної літератури виокремлено чотири структурні компоненти навчальної діяльності вихованців дитячого хореографічного колективу: мотиваційний, цільовий, діяль-нісно-творчий та рефлексивно-суб’єктний. З’ясовано, що мотиваційний компонент навчальної діяльно-сті вихованців дитячого хореографічного колективу відбиває систему мотивів (внутрішніх та зовніш-ніх), які спонукають дітей до занять з хореографії, формують потребу в навчанні, опануванні різних видів танцю, сприяють вдосконаленню, саморозвитку, а також підвищують рівень особливих інтересів та захоплень мистецтвом хореографії, зацікавленість та активну участь у виконавчій, імпровізаційній та творчій танцювальній діяльності. Цільовий компонент навчальної діяльності вихованців дитячого хореографічного колективу відбиває процес постановки мети, її деталізації та завдань, спрямованих на оволодіння системою хореографічних знань, умінь та навичок, уявлення про майбутні труднощі, умо-ви виконання завдань, обсяг знань, прийомів, засобів і способів досягнення мети. Діяльнісно-творчий компонент навчальної діяльності вихованців дитячого хореографічного колективу відбиває систему вмінь і навичок як сукупності способів здійснення виконавчої, імпровізаційної та творчої танцювальної діяльності. Рефлексивно-суб’єктний компонент навчальної діяльності вихованців дитячого хореогра-фічного колективу відбиває вміння керувати своїм внутрішнім світом, рефлексувати, володіти собою, своїм настроєм, мімікою, жестами (саморегуляція), уміння швидко реагувати на поведінку оточуючих людей, уміння швидко приймати правильні рішення у різних складних ситуаціях навчально-виховно-го, постановчо-творчого та особливо фестивально-конкурсного етапів роботи колективу, формувати емоційну стабільність, найповніше використовувати свої потенційні можливості, викликати відчуття стриманої сили, упевненості в собі, енергійності, активності. The article describes the notion of educational activity of pupils of children’s choreographic collective as a specific type of purposeful activity on mastering the system of choreographic knowledge as information to be mastered, choreographic skills and skills as ways of activity, experience of choreographic creativity, the interconnection of the processes of learning and mastering choreographic art. The structural components of the educational activity of the pupils of the children’s choreographic team were found out: motivational, target, activity-creative and reflexive-subjective.The motivational component of the educational activities of the children of the choreographic team reflects the system of motives (internal and external) that encourage children to engage in choreography, training needs, mastering different types of dance, improvement, self-development, as well as the level of special interests and passion for their art, and active participation in the performing, improvisation and creative dance activities. The target component of the educational activities of the children of the choreographic team reflects the process of goal setting, its detail and tasks aimed at mastering the system of choreographic knowledge, skills, understanding of future difficulties, conditions of the tasks, the scope of knowledge, techniques, means and methods. The activity-creative component of the educational activity of the pupils of the children’s choreographic team reflects the system of skills as a set of ways of performing executive, improvisational and creative dance activities. Reflexive-subjective component reflects the ability to control their inner world, to reflect, to possess themselves, their mood, facial expressions, gestures (self-regulation), the ability to quickly respond to the behavior of others, the ability to quickly make the right decisions in various difficult situations educational – creative and especially festival-competitive stages of work of the collective.

scholarly journals Learning Russian as a foreign language while working with a dictionary

2021 ◽  
pp. 52-63
Author(s):  
Елена Владимировна Демишкевич ◽  
Оксана Александровна Кузина ◽  
Татьяна Петровна Найденова
Keyword(s):  
Foreign Language ◽  
Information Exchange ◽  
Foreign Students ◽  
Foreign Languages ◽  
Educational Activity ◽  
Speech Activity ◽  
Core Subjects ◽  
Recognition Of Objects ◽  
Linguistic Functions ◽  
Source Of Information

Статья посвящена вопросу изучения русского языка как иностранного. Помощь в изучении русского языка может оказать словарь, как богатый источник информации. Целью работы является показать, что предложенная работа со словарём является полезным видом деятельности. Словарь можно использовать как при чтении, так и при выполнении письменных работ. Данная работа играет важную роль в изучении русского языка как иностранного. Авторы обращают внимание, что герменевтическая и лингвистическая функции представляют собой систему профессионально  значимых операций, видов и форм учебной деятельности при овладении иностранным языком. К используемым методам относятся: метод пояснения, метод сопоставления, метод уточнения. Методологический основой послужили работы в области теоретической и практической  методики преподавания иностранных языков. Результатом является описание профессионально значимых операций, видов и форм учебной деятельности, которые можно использовать при работе со словарём. К герменевтической функции относятся: понимание, восприятие, осмысление, узнавание предметов и явлений, речевая деятельность, структурная схема речевой деятельности, речь, понятие смысловой структуры текста и тектообразующая функция терминов. К лингвистической функции относятся: оперирование лексическими и грамматическими нормами оформления терминов, моделирование групп терминов, владение орфографическими, орфоэпическими нормами оформления терминов, оформление результатов обмена информацией, формирование отдельных навыков словоупотребления и осмысление экстралингвистической информации. Приводятся примеры работы со словарной статьёй. Результаты могут быть применены при обучении иностранных обучающихся русскому языку как иностранному в военно-морских вузах. Авторы пришли к выводу, что обучение иностранных слушателей возможно проводить по специально разработанной программе, которую необходимо строить с учетом учебного материала и тех видов речевой деятельности, в которые включается обучающийся на занятиях по профилирующим предметам. The article is devoted to the issue of studying Russian as a foreign language. A dictionary can help you learn Russian as a rich source of information. The purpose of the work is to show that the proposed work with the dictionary is a useful activity. The dictionary can be used both when reading and when doing written work. This work plays an important role in the study of Russian as a foreign language. The authors draw attention to the fact that hermeneutical and linguistic functions represent a system of professionally significant operations, types and forms of educational activity in mastering a foreign language. The methods used include: the method of explanation, the method of comparison, the method of clarification. The methodological basis was the work in the field of theoretical and practical methods of teaching foreign languages. The result is a description of professionally significant operations, types and forms of educational activities that can be used when working with a dictionary. The hermeneutic function includes: understanding, perception, comprehension, recognition of objects and phenomena, speech activity, the structural scheme of speech activity, speech, the concept of the semantic structure of the text and the tectonic function of terms. The linguistic function includes: the operation of lexical and grammatical norms of the design of terms, the modeling of groups of terms, the possession of spelling, orthoepic norms of the design of terms, the design of the results of information exchange, the formation of individual skills of word usage and the comprehension of extralinguistic information. Examples of working with a dictionary entry are given. The results can be applied in teaching foreign students Russian as a foreign language in naval universities. The authors came to the conclusion that the training of foreign students can be carried out according to a specially developed program, which must be built taking into account the educational material and those types of speech activity in which the student is included in the classes on core subjects.

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