scholarly journals LINGUISTIC MILITARY-PROFESSIONAL GAME AS COGNITIVE TECHNOLOGYFOR TEACHING PROSPECTIVE MILITARY ENGINEERS A FOREIGN LANGUAGE

2021 ◽  
pp. 33-39
Author(s):  
T.P. Glukhova ◽  
Keyword(s):  
Foreign Language ◽  
Scientific Knowledge ◽  
Cognitive Abilities ◽  
Communicative Competence ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Educational Activity ◽  
Cognitive Technology ◽  
Military Discourse

The linguistic military-professional game represents pedagogical cognitive technology of teaching cadets a foreign language, thus uniting scientific knowledge of cognitive pedagogy, linguistics and psychology. On the basis of the interdisciplinary approach, various typical situations of military discourse have been developed and integrated into the educational process of a game, which made it possible to incorporate the formation of foreign-language professionally-oriented communicative competence and the development of cognitive abilities of future military engineers into a holistic educational activity.

scholarly journals Formation of auditory competence in junior courses of language specialties at a university on the basis of English- language videos

2021 ◽  
Vol 134 (1) ◽  
pp. 76-83
Author(s):  
Zh.D. Nurzhanova ◽  
◽  
G.B. Sarsenova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Video Sequence ◽  
Communicative Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Listening Skills ◽  
Active Teaching ◽  
Internet Resources

The article is devoted to the issue of using Internet resources in teaching English, contributing to the development of listening skills. The expediency of using video materials in a foreign language lesson as a means of intensifying the educational process and giving it a maximum communicative orientation is considered. The article considers the concept of listening as a receptive type of speech activity that exists in the methodology of teaching a foreign language. Video auditing is a lightweight version of listening, because the video sequence helps students guess what is happening on the screen and better understand the situation. A pilot experiment to identify the attitude of students to video auditing showed a clear preference for this type of educational activity. The author gives examples of active teaching methods and techniques that stimulate the creative aspect of applying knowledge and skills by students in the process of forming communicative competence. The article presents a method of working with video materials, and it lists the types of Internet sites that can be used by teacher in a foreign language lesson.

scholarly journals Building academics’ foreign-language communicative competence in scientific areas

2020 ◽  
Vol 2 (3) ◽  
pp. 100-117
Author(s):  
N. V. Bykhtina
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Educational Process ◽  
Theoretical Research ◽  
Research Teams ◽  
Professional Orientation ◽  
Scientific Terminology ◽  
Research Activities ◽  
Scientific Papers ◽  
Pedagogical Research

The paper raises the problem of building the communicative competence of academics. Analysis of the theoretical material of the research helps further investigate the process of learning a foreign language by postgraduates within departmental educational milieu and define the foreign-language communicative competence of a research academician. In accordance with the logic of the presented research, the author uses a complex of complementary methods. They are theoretical research (systematic and theoretical analysis, studying the references in Pedagogy and Methodology of teaching a foreign language, comparative analysis of the Russian and foreign experience, considers the peculiarities of the content of research academicians training in a foreign language), pedagogical research (discussion, supervision, interview). The author stresses the necessity to improve the substantive component of foreign language training of the researcher, taking into account the professional orientation, the use of professional terminology by those who are engaged in research activities. That makes them capable of doing interpretation, précis-writing and abstracting scientific papers in English, thus building their foreign-language communicative competence. The author concludes that in the educational process it is advisable to use a manual, an interactive dictionary and a thesaurus for the successful organization of the process of building the foreign-language communicative competence of the research academician. The content of the materials mentioned above should be aimed at forming postgraduates’ readiness to participate in Russian and international research teams and use modern scientific terminology in a foreign language in various international scientific and representative conferences.

scholarly journals Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School

2020 ◽  
Vol 9 (7) ◽  
pp. 130
Author(s):  
Maria V. Tsurkan ◽  
Anna Ilkiv ◽  
Oksana V. Maksymiuk ◽  
Ivanna M. Struk ◽  
Nataliya O. Shatilova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Negative Emotions ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Experimental Investigations ◽  
Teaching Methodology ◽  
Emotional Factor ◽  
Emotional Component

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.

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 A model of forming polylingual speech culture and communicative competence as a condition for teachers’ training

2021 ◽  
Vol 14 (33) ◽  
pp. e15616
Author(s):  
Sandugash Kairkhanovna Moldabekova ◽  
Aigul Zhumageldinovna Sakhariyeva ◽  
Kulzhanat Nurymzhanovna Bulatbayeva ◽  
Dlimbetova Gaini Karekeevna ◽  
Zhukenova Alma Karisovna
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Communicative Competence ◽  
Educational Material ◽  
Educational Process ◽  
Future Teachers ◽  
The Future ◽  
Definition Of ◽  
Teachers Training

The article addresses the issue of development of Kazakh, Russian and English languages in Kazakhstan. For this purpose, the authors give a definition of the types of bilingualism and polylingualism. The paper focuses on the significance of modeling of the educational process, the use of effective methods and technologies, gradual formation of foreign language speech culture and communicative competence. The model of multilingual teachers’ training is presented as a combination of motivational-value, content and technological components. In accordance with this, experimental work was conducted in three Kazakh universities. The result of the experiment is a polylingual speech culture and communicative competence of the future teachers within the selected scope of educational material. Another achievement in the experiment is the professional readiness of undergraduates to develop an integrated educational process for the formation of foreign language communicative competence, an ability to apply the concepts of the learning in educational process and justify them in a discussion. In the course of the study, the authors came to a conclusion that future teachers should have an integrated competence: knowledge of a foreign language and linguodidactic skills to plan classes in a foreign language.

scholarly journals SCIENTIFIC AND METHODOLOGICAL BASES OF COGNITIVE DIDACTICS

2021 ◽  
pp. 160-169
Author(s):  
Алсу Рауфовна Камалеева
Keyword(s):  
Higher Education ◽  
Cognitive Abilities ◽  
Personality Development ◽  
Cognitive Learning ◽  
Educational Process ◽  
Educational Activity ◽  
Learning Theories ◽  
Management Tools ◽  
Higher Education System ◽  
Stage Of Development

Когнитивные теории обучения являются наиболее признанными в современной отечественной дидактике. Они выступают в качестве психолого-педагогического обоснования дидактических систем, реализующих ценности познания и развития познавательных способностей человека, когда образовательный процесс ведется с опорой на непосредственный опыт обучающихся, его расширение в ходе поисковой, исследовательской деятельности, активного освоения мира. В качестве предпосылок развития когнитивной дидактики в контексте развития личности в эпоху цифровизации образования предлагаются следующие позиции: необходимость учета направлений трансформации системы высшего образования: целей образования, форм обучения, методов обучения, средств управления; направленность на решение генеральной цели преобразования образовательного процесса на современном этапе развития высшего образования – на генерацию знаний; использование закономерностей функционирования и формирования механизмов познания обучающихся в процессе реализации системообразующей цели когнитивной дидактики – эффективной когнитивной организации человека; генерирование знаний в условиях перехода к конструированию целостных жизненно-педагогических ситуаций в рамках ситуационного подхода как теоретико-методологической стратегии, ориентированной на решение задач познания; использование когнитивного инструментария в процессе реализации ситуационно-событийного механизма становления личностных структур познания обучающихся в рамках образовательной деятельности студента. The relevance of the article is due to the fact that cognitive learning theories are the most recognized in modern domestic didactics. They act as a psychological and pedagogical substantiation of didactic systems that implement the values of cognition and the development of students’ cognitive abilities, when training is based on the direct experience of students, its expansion in the course of search, research, active development of the world. The following positions are proposed as prerequisites for the development of cognitive didactics in the context of personality development in the era of digitalization of education: the need to take into account the directions of transformation of the higher education system: educational goals, forms of education, teaching methods, management tools; focus on solving the general goal of transforming the educational process at the present stage of development of higher education – on the generation of knowledge; the use of the regularities of functioning and the formation of mechanisms of cognition of students in the process of realizing the systemforming goal of cognitive didactics – the effective cognitive organization of a person; generation of professionally oriented knowledge in the context of the transition to the construction of holistic life-pedagogical situations within the framework of the situational approach as a theoretical and methodological strategy focused on solving cognitive problems; the use of cognitive tools in the process of implementing the situational-event mechanism of the formation of the personality structures of students’ cognition within the framework of the student’s educational activity.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

scholarly journals TRANSLATED TERMINOLOGICAL E-DIKTIONARIES AS AN URGENT REQUIREMENT OF THE PRESENT IN THE PROCESS OF LANGUAGE STUDENTS OF HEI

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 233-236
Author(s):  
Olena Kolhan ◽  
Tetiana Kolgan ◽  
Ruslana Padalka
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
21St Century ◽  
Communicative Competence ◽  
Mining Industry ◽  
Educational Process ◽  
Professional Activity ◽  
Original Material ◽  
Language Communication ◽  
High Level

The article reveals the problems that appear in linguistics of the 21st century, in particular, in terminology in direction of forming foreign language competent specialists. The works focus on the issue of the modern state of Ukrainian terminology in the mining industry. In the study, it is analysed the original material, it is monitored the present thesauruses of the mining industry of different types as well as translated ones. The authors present in brief the short description of the basic achievement of Ukrainian terminography in the mining industry starting with the middle of the 19th century till the present.The scientists have clearly stated the dependence of the development of terminography in the field of Ukrainian mining on the lingual and extra-lingual factors. Particular attention is paid to the problem of the absence of mining dictionaries (both monolingual and multilingual) in modern linguistics, which undoubtedly negatively affects the process of formation of foreign language communicative competence of the specialists of the future mining industry. The relevance of the article isdue to the urgent need to provide students of institutions of higher education with new innovative technologies for the formation of foreign language communicative competence and the search for modern approaches during the educational process in the educational institutions of both mining and humanities profiles. After all, the 21st century requires specialists in any field of human activities (as well as the mining one) to expand opportunities for intercultural communication, to deepen their knowledge of achievements in a particular field (including the mining one) by means of language communication, etc. All this becomes possible only under the condition of the formation of the number of competences, in particular, communicative. Creating and developing the e-dictionarywill enable free communication between representatives of different countries for the purpose of taking on the experience gained during the professional activity, as well as in the field of the mining industry, and will be worth representing the achievements of the domestic industry at the world stage. The high level of foreign language proficiency of graduates of Ukrainian universities will contribute to affirming the positive educational and scientific image of our country.

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 SOLVING LEXICOGRAPHY PROBLEMS AS A PEDAGOGICAL TECHNIQUE

2020 ◽  
pp. 84-91
Author(s):  
Людмила Олеговна Тимошенко ◽  
Римма Флюровна Мингазетдинова
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Creative Thinking ◽  
Comparative Method ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Integral Approach ◽  
Academic Tasks ◽  
Language Class ◽  
Communicative Practice

Введение. Рассматривается взаимосвязь четырех составляющих аспектов занятия по иностранному языку (согласно Е. И. Пассову): 1) познавательного; 2) развивающего; 3) воспитательного и 4) учебного. Занятие построено на методических принципах персеверативности и ассоциативности, которые наглядно объясняются при решении лексикографических задач по поиску общего значения в смысловом гнезде иностранного слова на примере английского и французского языков. Интегративный подход к методике проведения занятия позволяет динамично и логично решать учебные цели, периодически акцентируя разные аспекты. Конечная и глобальная цель языкового занятия и вообще учебного процесса, такая как воспитание профессиональной, самостоятельно мыслящей личности, может быть достигнута только в постоянной мыслительной (интериоризованное действие) и коммуникативной практике. Цель – показать тесную взаимосвязь разных задач занятия, выдвигаемых известным отечественным методистом Е. И. Пассовым, сделав акцент на работе со словарем и работе с иностранной лексикой, концентрацию учебного процесса вокруг личности преподавателя. Материал и методы: лексикографический анализ, сравнительно-сопоставительный метод, этимологический экскурс, метод ассоциативных связей, интегративный междисциплинарный подход. Результаты и обсуждение. Проанализирован каждый глобальный аспект занятия по иностранному языку на примере опыта практических занятий авторов статьи с точки зрения эффективности смены разнообразных видов работы. Показана необходимость словарной ассоциативной работы в освоении иностранного языка как наиболее свободного от рамок аспекта с точки зрения личных ассоциаций, организующая, дирижерская роль педагога в учебном процессе. Выделена необходимость постоянной коммуникативной практики изучения иностранного языка. Самоорганизация, самодисциплина и самооценка студентов выдвигаются на первое место при любой учебной работе. Заключение. Решение коммуникативных задач занятия по иностранному языку основывается на принципах интегративности, персеверативности и ассоциативных связей, творческого мышления в рамках решения познавательной, развивающей, воспитательной и учебной задач. Проблема становления профессионала, выработки самостоятельного творческого мышления всегда будет актуальна в педагогике и методике преподавания. Introduction. In the present article the interaction of four constituents of the academic class in the foreign language is studied, according to the ideas of Ye. I. Passov: 1) the cognitive; 2) the developing; 3) the educational and 4) the academic aspects. The class is organized on the methodology principles of perseverance and associations, which are explained in details while solving lexicography problems in finding the common seme of the word in the semantic cell on the examples of the English and the French languages. The integral approach to the methods of holding the class enables the tutor to achieve the academic goals of the class in the dynamic and logical way, focusing from time to time on different sides of the lesson. The and global aim of the language class and the academic process, in general, is to educate a person to the professional, independently thinking personality, which can be achieved only in constant mental (the interiorized action) and communicative practice. The aim of the present article is to show the close interrelation of different tasks of the class, put forward by the outstanding Russian methodist Ye. I. Passov, stressing the dictionary work and the work with the foreign lexis, when the educational process is teacher-centered. Material and methods: lexicographic analysis, comparative method, etymological excursion, method of associative links, integrative interdisciplinary approach. Results and discussion. Each global aspect of a foreign language lesson is analyzed on the example of the experience of practical lessons of the authors of the article in terms of the effectiveness of changing various types of work. The necessity of vocabulary associative work in mastering a foreign language is shown as the aspect that is most free from the frames, such as personal associations, the organizing, conducting role of the teacher in the educational process. The need for constant communicative practice of learning a foreign language is highlighted. Selforganization, self-discipline and self-esteem of students come to the fore in any academic work. Conclusion. Solving communicative problems of the class in a foreign language is represented as possible, basing on the principles of integration, perseverance and associations, creative thinking within the cognitive, developing, educational and academic tasks of the lesson. The problem of professionalism in working out independent creative thinking will be always topical in pedagogy and methods of teaching.

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