scholarly journals FOREIGN LANGUAGE COMPETENCE OF TEACHERS

2020 ◽  
pp. 71-78
Author(s):  
Olga Voloshina ◽  
◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Research Methodology ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Language Competence ◽  
Criteria And Indicators ◽  
Professional Activities

This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.

scholarly journals Using the electronic portfolio as a means of formation the foreign language communicative competence when training future tutors-teachers

2021 ◽  
Vol 52 (4) ◽  
pp. 492-505
Author(s):  
Larisa E. Babushkina ◽  
◽  
Natalia A. Sergeeva ◽  
Olga S. Rubleva ◽  
Irina A. Tyutyunnik ◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Statistical Processing ◽  
Electronic Portfolio ◽  
Professional Activity ◽  
Chi Square ◽  
Research Activities ◽  
Language Communication ◽  
Electronic Learning Environment

The problem and the aim. Intercultural, foreign language communication is an integral part of the modern electronic learning environment. The professional competence of the future teacher as a subject of information interaction is manifested in the ability and readiness to speak a foreign language while performing official duties, in research activities, for self-realization. The authors propose to use the capabilities of the electronic portfolio for the formation of foreign language communicative competences of students of pedagogical training programs in the information educational space. Research methods. Theoretical analysis and generalization of scientific literature were used to determine the components of the foreign language communicative competence, the content and structure of the electronic portfolio. The method of pedagogization of the information technology, group interaction, assessment by external experts, mutual assessment and self-assessment are used for designing and scaffolding of the electronic portfolio with digital tools. The experiment involved 64 students of the Vyatka State University of the training program 44.03.01 Pedagogical education (bachelor level). The software is the Tilda service (https://tilda.cc/ru/). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, future tutors-teachers used Tilda tools to determine the structure and content of the electronic portfolio (categories, sections, projects), which was subsequently provided for discussion and analysis by other students, external experts. The assessment of the levels of formation of the foreign language communicative competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,07 > 5,99). In conclusion features of designing and using electronic portfolios, implemented on the Tilda platform to present achievements in the foreign language communicative, educational, cognitive, professional activity are summarized.

scholarly journals Theoretical bases for training future political scientists in profession-oriented activity in English

2019 ◽  
Vol 2019 (2 (127)) ◽  
pp. 14-20
Author(s):  
Alla Kordonova
Keyword(s):  
Foreign Language ◽  
Political Science ◽  
English Language ◽  
Professional Competence ◽  
Professional Activity ◽  
Global English ◽  
Professional Activities ◽  
Political Reality ◽  
Current Events ◽  
Oriented Activity

Nowadays political reality is characterized by instability, the tendency of traditional state structures to collapse and the emergence of new interstate associations. The analysis of current political events taking place in them belongs to the professional activities of political scientists. As it is impossible to find a modern country which could develop beyond the formation of world civilization, there is no doubt that political scientists of different nationalities should communicate in the global English language. It follows from the above that it is necessary to train qualified specialists in this field of knowledge who could fulfil their professional duties by means of English. However, the existing methods of teaching English-language professional speech to the future political scientists do not provide students with the mentioned skills. In this regard, the purpose of the suggested article is to work out theoretical bases for training future political scientists in profession-oriented activity in English. The development of the above-mentioned skills is possible on the basis of the procedural integration of the English language and political science, where the links of these two different subjects are coordinated. A specific feature of the procedural integration is the manifestation of educational and professional foreign language skills alongside with foreign language professional skills in the profession-centred (field-centred) process. Thus, it is necessary to develop two integrated competences: the professional and foreign language speaking ones. For their development, the professional subject of the course of political science and the corresponding vocabulary necessary for the expression of its content have been determined. Integrated training of future political scientists in analysing current events in English includes the stages as follows: familiarization, language-oriented, training in speaking, and profession-centred. Keywords: professional activity, integrated training, future political scientists, procedural integration, professional competence, foreign language speech competence.

scholarly journals Building of professional communicative competence as a necessary condition of vocational training for foreign students at the bachelor degree (based on the example of specialty “Public Relations”)

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Sergey Lazarev ◽  
Nadezhda Zhuravleva ◽  
Inna Fateeva
Keyword(s):  
Public Relations ◽  
Foreign Language ◽  
Foreign Students ◽  
Vocational Training ◽  
Communicative Competence ◽  
Necessary Condition ◽  
Professional Activity ◽  
Professional Activities ◽  
Bachelors Degree ◽  
Russian Universities

The foreign students who study at Russian universities continue learning Russian at bachelors’ degree. The main difficulty which professors face while teaching Russian as a foreign language lies in the fact that foreign students are often unprepared to learn specific vocabulary, necessary for educational and professional activities. A totally different approach for presentation of specific vocabulary has been developed by the authors of “Training for professional activity in Russian of “Public Relations” speciality foreign students” (L.V. Adonina, S.V. Lazarev, S.V. Smirnova, O.S. Fisenko).

scholarly journals The problem of forming professional competence with the help of the russian language practical courses based on a course In the world of PR

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Alexandr Petrov ◽  
Olga Fisenko ◽  
Rahman Amini Abdul ◽  
Luiza Petrova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Activity ◽  
Wide Range ◽  
The World ◽  
Different Types ◽  
Daunting Challenge ◽  
The Russian Language

The article proves that formation of professional competence with the help of the Russian language is a daunting challenge which the professors of Russian as a foreign language often face. Professional competence is a complex construct including communicative competence. The matter is that the PR specialists’ professional activity presupposes a wide range of business communications strategies, as well as different types of communication and leverage.

scholarly journals The structure of future dentists’ foreign language communicative competence

Osvitolohiya ◽  
2018 ◽  
pp. 157-163
Author(s):  
Yaroslava Kulbashna ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The Self ◽  
Professional Activity ◽  
Self Assessment ◽  
Language Competence ◽  
Proper Understanding ◽  
Language Structure ◽  
Main Components ◽  
Selection Of

The article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their level.

scholarly journals Formation of English Competence of Future Pharmacists

2021 ◽  
pp. 138-151
Author(s):  
Olena Каrasova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Professional Competence ◽  
Professional Activity ◽  
Literature Study ◽  
Language Competence ◽  
The Future ◽  
Questions And Answers ◽  
English Competence ◽  
Clinical Thinking

The introduction to the article analyzes the current state of the future pharmacists’ language competence, in particular English. The purpose of the study is to theoretically substantiate the essence of the concept of «English-language competence of future pharmacists» and highlight the features of its formation. Methods. In the process of fulfilling the goal a set of theoretical methods was used - analysis of scientific-methodical, psychological-pedagogical literature, study of normative-program documentation on the research topic. The results. Based on the analysis of the scientific literature, the essence of the concept of «profession-oriented English-language competence» is clarified together with its links with professional competence, language and communication. The author specifies the meaning of «profession-oriented English-language competence» as a set of knowledge, practice-oriented skills, mastery of medical concepts, techniques of logical thinking aimed at solving profession-oriented situational problems, realization of discussions in the form of questions and answers on professional topics. Conclusions. The article identifies the peculiarities of forming the profession-oriented English-language competence in teaching a foreign language to students of the pharmaceutical university: a foreign language in profession-oriented learning becomes not only the object of learning, but also a means of forming the students’ profession-oriented English-language competence; mastering a foreign language is realized in practice-oriented language activities, the ability to participate in the communication of profession-oriented topics, and not in the knowledge of individual elements of a language; increasing the role of self-study work of students is caused by the constant development of modern technologies and innovations in pharmacy, increasing the amount of professional information and pharmaceutical terminology in English, which requires the future specialist skills and abilities to master information independently; the professional activity of pharmacists is connected with the formation and further development of their clinical thinking, professional and personal qualities (observation, flexibility, purposefulness, concentration, determination, communicative literacy).

scholarly journals Development of Professionally-Oriented Reading Skills of Future Veterinarians

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Liudmyla Pikulytska
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Professional Competence ◽  
Professional Communication ◽  
Theoretical Research ◽  
Training Material ◽  
Language Competence ◽  
Professional Activities ◽  
Leading Role ◽  
Selection Of

The article deals with the development of future veterinarians’ professionally-oriented reading skills during foreign language learning.The article's aim is to highlight and analyze the main directions of the development of professionally-oriented foreign reading skills of future veterinarians as one of the effective methods of mastering foreign language competence. The objectives of the article are to study and characterize the theoretical foundations of professionally-oriented reading training; to define principles and criteria for the selection of professionally-oriented texts for future veterinarians; to introduce and substantiate the stage-by-stage work with the text of professional veterinary orientation.General theoretical research methods (analysis, synthesis, system-structural) have been used to reach the research purpose.The results are the following. The teacher’s work on developing reading skills is not only to teach the students to read but also to encourage them to use learned material in their future professional activities. Properly selected training material on professionally-oriented reading takes a leading role in the successful training of future veterinarians. The problem of the selection of training material for the formation of professional competence in reading was solved by taking into account the criteria of authenticity, informativeness, and accessibility of texts. In the process of selecting materials for training professionally-oriented reading at the faculty of veterinary medicine, it is appropriate to rely on the principles of professional orientation; scientificity; sustainability; unity of theory and practice.As an outcome of the research, we have concluded that the development of professionally-oriented reading skills helps to solve a number of tasks: it gives the motivation to learn a foreign language, allows students to deepen their knowledge of scientific authentic material, develops abilities to use foreign sources in future professional activities, improves skills of professional communication.

scholarly journals USE OF A VIDEO RESOURCE AS WAYS OF INCREASING THE FOREIGN STUDENTS’ MOTIVATION IN STUDYING OF THE UKRAINIAN LANGUAGE IN THE TECHNICAL HIGHER EDUCATION INSTITUTION

2021 ◽  
pp. 55-60
Author(s):  
Lutsenko V.I.
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Communicative Competence ◽  
Language Education ◽  
Education Institution ◽  
Professional Activity ◽  
Diagnostic Apparatus ◽  
Professional Activities ◽  
Technical University

Purpose. The main purposeis to submit a scientific justification and description of practical ways to use video resources to increase the motivation of Technical University students to learn Ukrainian as a foreign language.Methods.The work was carried out on the basis of the provisions of regulatory documents defining the guidelines for teaching foreign languages in technical universities, the provisions of the technology of working with video resources, which is becoming particularly relevant in language education today, the content and methodological directions of the organization of teaching the discipline “Ukrainian as a foreign language (for professional activity)”. As a result, a set of practical classes in the Ukrainian language was developed and tested.Results.Based on the study of the technology of organizing work with video resources, a motivational apparatus is identified that contributes to the activation of the interest of foreign students, the development of their communicative competence in classes in Ukrainian as a foreign language. Examples of various types of tasks for international students of technical specialties at each of the selected stages of work are presented. The emphasis is placed on the motivational potential of organizing students activities at the Post-review stage, which implements the principle of situativeness. The criteria and diagnostic apparatus for determining the degree of motivation of foreign students to study the Ukrainian language is determined and the results of a methodological experiment conducted on the basis of NTU “Dnipro Polytechnic” are presented, which confirms the effectiveness of using video resources to increase the motivation of foreign students. A group of pedagogical conditions that ensure productive organization of work with video material in classes in Ukrainian as a foreign language at a technical university is revealed.Conclusions. It is concluded that work with video resources should be carefully organized by the teacher, taking into account the professional needs and interests of foreign students, their level of language proficiency; the systematic use of video resources in teaching the discipline “Ukrainian as a foreign language (for professional activities)” helps to increase the motivation of foreign students to learn the Ukrainian language.Key words: communicative competence, practical tasks, revision stages, situativeness principle, pedagog-ical conditions. Мета. Подати наукове обґрунтування та описати практичні способи застосування відеоресурсів для підвищення мотивації студентів технічного вишу до вивчення української мови як іноземної.Методи. Робота виконана на основі положень нормативно-правових документів, що визначають орі-єнтири викладання іноземних мов у технічних внз, положень технології роботи з відеоресурсами, що набуває особливої актуальності в мовній освіті сьогодні, змістовно-методичних спрямувань організації викладання дисципліни «Українська мова як іноземна (для професійної діяльності)». У результаті роз-роблено та апробовано комплекс практичних занять з української мови.Результати. На основі вивчення технології організації роботи з відеоресурсами визначено моти-ваційний апарат, що сприяє активізації інтересу іноземних студентів, розвитку їхньої комунікативної компетенції на заняттях з української мови як іноземної. Подані приклади завдань різних типів для іно-земних студентів технічних спеціальностей на кожному з виділених етапів роботи. Акцент зроблено на мотиваційному потенціалі організації діяльності студентів на етапі постперегляду, що реалізує прин-цип ситуативності. Визначено критеріально-діагностичний апарат визначення ступеня прояву мотива-ції в іноземних студентів до вивчення української мови та подано результати методичного експеримен-ту, проведеного на базі НТУ «Дніпровська політехніка», що підтверджує ефективність використання відеоресурсів для підвищення мотивації іноземних студентів. Розкрито групу педагогічних умов, що забезпечують продуктивну організацію роботи з відеоматеріалом на заняттях з української мови як іноземної в технічному виші.Висновки. Робиться висновок про те, що робота з відеоресурсами повинна ретельно організову-ватися викладачем з урахуванням професійних потреб та інтересів іноземних студентів, їхнього рів-ня володіння мовою; систематичне застосування відеоресурсів у викладанні дисципліни «Українська мова як іноземна (для професійної діяльності)» сприяє підвищенню мотивації іноземних студентів до вивчення української мови.Ключові слова: комунікативна компетенція, практичні завдання, етапи перегляду, принцип ситуативності, педагогічні умови, стимулювання інтересу.

FORMING AND DEVELOPING CLIL-TEACHER’S COMPETENCES

2021 ◽  
Vol 71 (3) ◽  
pp. 38-45
Author(s):  
B.E. Bukabayeva ◽  
◽  
Z.A. Kemelbekova ◽  
G.A. Erzhanova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Activity ◽  
Training Module ◽  
Language Competence ◽  
Multilingual Education ◽  
Professional Teacher ◽  
Effective Use

The article deals with the relevance of the foreign language and professional training of CLIL teachers in Kazakhstan. On the basis of scientific sources, the analysis of the concepts CLIL, BICS, CALP, according to the definitions given by domestic and foreign authors was carried out. Currently, researchers are actively exchanging their views on the methods of forming foreign language professional competence and professional competence of CLIL specialists. The formation of the competence of a CLIL teacher is one of the main goals of multilingual education. As you know, today it is possible to further develop the quality of education through the effective use of the results of the teacher's professional activity. Since, a specialist is “tomorrow's competitive specialist in the labor market” who has received knowledge from a competent and professional teacher becomes a decisive force in the development of economy, technology, science, politics and society as a whole. Professional foreign language competence and professional competence are carried out only when the CLIL-teacher actively implements and develops his skills by attending courses and using them in practice. The importance and content of the language training module and the vocational training module that a CLIL teacher acquires at the end of the module are also considered in this article.

scholarly journals THE USE OF GAMING TECHNOLOGIES IN THE PROCESS OF DEVELOPMENT OF THE FOREIGN LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS

2020 ◽  
pp. 98-105
Author(s):  
Лариса Максимук ◽  
Лилия Левонюк
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Effective Means ◽  
Real Life ◽  
Role Playing ◽  
Educational Process ◽  
Professional Activity ◽  
Developmental Potential ◽  
Professional Activities ◽  
Role Playing Games

The article deals with the problem of the formation of foreign language professional communicative competence of future specialists of non-linguistic profiles. The process of teaching a foreign language becomes interesting and creative thanks to game technologies that expand the range of topics for communication, make the process of foreign language communication more dynamic and expressive, and also give the possibility to create models of future professional activities of students and teach them how to act in certain real life situations. Role-playing and business games, which are one of the most dynamic methods of teaching a foreign language, are widely used in foreign language classes at non-linguistic specialties of universities. In role-playing games, personal interaction not limited to professional activity takes place, while in business games situations, which are close to the real future professional activity of students, are played. The use of role-playing and business games in the process of teaching foreign languages contributes to the formation of the cognitive interests of students, their conscious and motivated mastering of the target foreign language, and also contributes to the development of such qualities as independence, initiative, the ability to work in a team, the desire for self-education and self-improvement. Thus, gaming technologies have a great developmental potential and are an effective means of improving and modernizing the educational process at universities, professionalizing foreign language teaching for students of non-linguistic specialties, and forming their foreign language professional communicative competence.

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