FEATURES OF COMMUNICATIVE QUALITIES OF FIRST-YEAR STUDENTS SOCIONOMIC PROFESSIONS

2020 ◽  
Author(s):  
Галина Николаевна Травинова
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
First Year Students ◽  
Study Results ◽  
The Future ◽  
The University ◽  
Counseling Psychologists

В статье рассматриваются особенности коммуникативных качеств студентов-первокурсников, обучающихся на психологическом и филологическом факультетах вуза. На основе анализа результатов проведенного эмпирического исследования выявлены общие и специфические коммуникативные качества, присущие студентам как будущим психологам-консультантам и преподавателям иностранного языка. The article explores the peculiarities of the communicative qualities of first-year students at the psychological and philological faculties of the university. Based on the results of empirical study results, revealed are the general and specific communicative qualities of the future counseling psychologists and foreign language teachers.

scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

scholarly journals Communication in Training Future EFL Teachers: Simulation and Roleplay in the English Classroom

2020 ◽  
Vol 9 (8) ◽  
pp. 7
Author(s):  
Karina Muratovna Amirkhanova ◽  
Natalia Nikolaevna Bobyreva
Keyword(s):  
Foreign Language ◽  
Communication Patterns ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Parent Communication ◽  
Teacher Student ◽  
Study Results ◽  
Pedagogical Competence ◽  
Study Process ◽  
English Classroom

The issue under investigation is topical and significant. Being a communicative language acquisition method, simulation and roleplays develop future teachers' language competencies and pedagogical competence, playing a unique role in forming teacher-student, teacher-parent communication patterns. The article aims at studying the place simulation/roleplay have in this process and its specific features. The authors describe how roleplays and simulations are introduced into the English classroom, examples of supplying study books with roleplay tasks. The methods applied to explore the problem were observation and questionnaire administered to the students at the end of the course. Their analysis has permitted the authors to arrive at several conclusions. The most remarkable conclusion is that introducing simulation/roleplay into the study process significantly influences students' communication skills and academic performance, forming their pedagogic competences and communication patterns. Furthermore, the findings revealed that simulation/roleplay in training foreign language teachers should be well-planned and organized; the author gives some advice concerning it. The study results could be highly substantial for teachers of universities preparing future foreign language teachers.

scholarly journals THE ROLE OF MEDIA EDUCATION IN THE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS

2021 ◽  
Author(s):  
Victoria Barkasi ◽  
◽  
Tetiana Filippyeva ◽  
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
Language Teachers ◽  
Media Education ◽  
Educational Technologies ◽  
Foreign Language Teachers ◽  
Rational Use ◽  
Professional Activities ◽  
The Future

The aim of the article is to study the advantages of media education technologies in the training of future foreign language teachers due to the fact that the current stage of society highlights the education of the individual who must effectively select and concentrate information, process it and create new, separate useful from unnecessary ways and programs for their solution. Therefore, today it is not enough to use video, audio, press and information and communication technologies when teaching future foreign language teachers only for the development of oral and written speech. It is necessary to pay attention to the development of visual and critical media literacy of students, based on the main objectives of media education. The article considers the problems of formation of professional competence of the future teacher of a foreign language by means of media education. The author analyzes the principles and functions of media education as the main components of professional media education of the future foreign language teacher. The peculiarities of the introduction and rational use of the latest media educational technologies in the professional training of future foreign language teachers are revealed. Their influence on the educational process and the need to update the role of the teacher in modern conditions of pedagogical activity are analyzed. The relevance of the article is determined by the dynamic trends in the introduction of media in the educational process. The integrated use of media education technologies motivates future foreign language teachers to master their profession, gives them the opportunity to acquire and develop new skills and abilities. The inclusion of the study of media education technologies in the initial program of the Faculty of Foreign Languages will promote the rational use of media education in future professional activities, critical evaluation of information, the ability to analyze and recognize media texts, and learn about new trends in teaching their subject. Improving knowledge in the field of media educational technologies, acquiring knowledge of pedagogical development of personality and awareness of the role and place of teachers in the educational process provides an opportunity to intensify and motivate student learning activities and gain initial pedagogical experience.

scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

scholarly journals OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO

Neofilolog ◽  
2019 ◽  
pp. 195-211
Author(s):  
Monika Grabowska
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Evaluation Tool ◽  
Foreign Language Teachers ◽  
School Teachers ◽  
Self Evaluation ◽  
Key Competences ◽  
Didactic Skills ◽  
The University

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

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