scholarly journals TYPES OF STUDENTS’ SELF-STUDY ACTIVITY IN FOREIGN LANGUAGE CLASSES IN HIGHER SCHOOL

2020 ◽  
Author(s):  
E. Dorofeeva
Keyword(s):  
Foreign Language ◽  
Study Activity ◽  
Self Study ◽  
Language Classes

scholarly journals Self-study activity with the use of information and communication technologies in the process of formation of the information and analytical competence of future border guard officers

2018 ◽  
Vol 6 (4) ◽  
pp. 74-88
Author(s):  
Larysa Karasova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Self ◽  
Language Training ◽  
Study Activity ◽  
New Information ◽  
Self Study ◽  
Information And Communication ◽  
Cognitive Activities

The problem of formation of the information and analytical competence of future border guard officers with the use of information and communication technologies in their self-study activity is highlighted. The essence of the information and analytical competence is understood as a component of professional competence that reflects the readiness and ability of future border guard officers to apply information and analytical knowledge, their abilities, skills and personal qualities while processing information of various types and forms of presentation; ability to search for, evaluate, store, analyze, issue and disseminate important information in order to obtain qualitatively new knowledge necessary for decision-making in their professional activity. The structure of the information and analytical competence is the unity of four components, in particular, a value and motivational component, a cognitive and operative component, an activity component and a subjective one. The content of training is improved on the basis of the learner-oriented approach. The model that consists of organizational, practical and resultative blocks has been developed. The article deals with the issues of implementing the use of information and communication technologies in the course of foreign language training for future border guard officers as one of the pedagogical conditions of forming the information and analytical competence. The advantages of usage of new information and communication technologies in the self-study activity of cadets of higher military educational institutions is considered. The article highlights the importance of the self-study of future border guard officers in the process of formation of the information and analytical competence. The author states the main functions of the self-study activity in the course of foreign language learning. The teacher role in managing the self-study of cadets is stated. The advantages of usage of electronic textbooks are considered. The author presented interactive exercises and tasks from the electronic textbook. The lead-in is conducted to draw cadets’ attention to the topic of discussion. Different types of tasks before/while and after reading or watching the materials are performed. These tasks and exercises in their turn foster forming the information and analytical competence of future border guard officers. The implementation of self-study under the condition of introducing new information and communication technologies in the process of foreign language training contributes to the self-reliance formation of future border-guard officers, their activity and initiative in studies. The use of information and communication technologies in the self-study management provides control and self-control of independent cognitive activities, develops the creative orientation of cognitive activities of future border-guard officers, and motivates them to perform their tasks while processing foreign language sources in order to form their own assessment of processes and phenomena.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

ABOUT THE METHOD OF THE OPTIMISATION OF STUDENTS’LEARNING ENGLISH TERMINOLOGY

2020 ◽  
pp. 73-82
Author(s):  
Л.Н. Крячко
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Road Construction ◽  
National Language ◽  
The Road ◽  
Language Classes ◽  
Technical University ◽  
Training Exercises ◽  
Animal World

Постановка задачи. Изучение предмета «Иностранный язык» в техническом университете предполагает усвоение обучающимися терминологической лексики в соответствии с выбранной специальностью. Опыт преподавания показывает, что студенты испытывают трудности, связанные с запоминанием терминологических единиц и употреблением их в речи. Использование на занятиях по иностранному языку приема обучения терминологической лексике посредством опоры на внутреннюю форму данных лексических единиц позволяет оптимизировать процесс усвоения обучающимися специальных терминов. Результаты. Проведенное исследование дает основание утверждать, что анализ внутренней формы образованных семантическим способом англоязычных терминов специальности «Автомобильные дороги» позволяет выявить деривационно-ассоциативную связь терминологических единиц с лексикой общенационального языка, послужившей основой для вторичной номинации. Данные лексические единицы в большинстве случаев представляют собой хорошо знакомые студентам слова, обозначающие части тела человека и объекты, находящиеся в его близком окружении : одежду, посуду, инструменты, явления природы, представителей животного мира и т.д. Выводы. Ознакомление студентов дорожно-строительной специальности с внутренней формой изучаемых англоязычных терминов, выявление ассоциативных связей терминологических единиц со знакомыми студентам и широкоупотребительными словами общенационального языка, а также выполнение в аудитории специально разработанных тренировочных упражнений помогают снять трудности усвоения обучающимися терминологической лексики и облегчают ее запоминание. Statement of the problem. The study of the “Foreign Language” subject at a technical university involves students’ learning the terminology in accordance with the chosen specialty. The teaching practice shows that students experience the difficulties associated with memorising terminological units and using them in the speech. Applying the method of teaching the terminology based on the internal form of these lexical units at foreign language classes makes it possible to optimise the process of learning special terms by students. Results. The research that has been carried out gives reason to argue that the analysis of the internal form of the English “Automobile roads” specialty terms created in the semantic way makes it possible to reveal the derivational and associative relations of the terminological units with the national language words which served as the basis for the secondary nomination. In most cases, these lexical units are the words that are well known by the students and indicate the parts of man’s body and the objects that are present in man’s immediate environment: clothing, dishes, tools, phenomena of the nature, representatives of the animal world, etc. Conclusion. Introducing the internal form of the studied English terms to the road construction specialty students, identifying the associative relations of the terminological units with the well known to the students and widely used words of the national language, fulfilling the specially developed training exercises in the classroom help the students to overcome the difficulties of learning the terminology and to facilitate its memorization.

Country study commentary as one of the forms of implementation of interdisciplinary relations

2020 ◽  
Vol 60 (11) ◽  
pp. 61-64
Author(s):  
Lala Mustafa Akhundzadeh ◽  
◽  
Nailya Agaguseyin Orujeva ◽  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Effective Means ◽  
Educational Process ◽  
Educational Institutions ◽  
Regional Studies ◽  
Highly Qualified ◽  
English History ◽  
Language Classes ◽  
Country Study

This article deals with the method of using regional studies in foreign language classes in a non-linguistic university. It speaks about the realization of interdisciplinary relations as one of the effective means of professsionalizing the educational process. The paper also considers some variants of activities at the English lessons. Combinations of such subjects as Geography and English, History and English are presented. The interests of students in the field of their specialty are revealed. The interdisciplinary relations as a means of increasing general education and cultural potential of higher educational institutions are also highlighted. The necessity for highly qualified specialists in various specialities is emphasized in this article. Key words: interdisciplinary relations, integration, didactic principles, linguistic and country studies, differentiation of sciences, the emergence of fringe sciences

What’s so important about CLIL anyway?

2021 ◽  
Author(s):  
Nina Lazarević
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
Science Teachers ◽  
English Language ◽  
Relevant Literature ◽  
Grammar School ◽  
School Teachers ◽  
Teaching Context ◽  
Language Classes ◽  
Or Practice

After doing two 56-hour long seminars in 2018 and 2019 with grammar school teachers in Niš, I realised that there was not much of relevant literature, activity or practice books that science teachers teaching in English could use. While there is some substantial literature for CLIL in English language classes, there is much less support for particular natural science subjects in the local teaching context. Therefore, the material from those workshops is here systematised and organised around several areas that transpired as the most important for teachers. One important point is that this is not a textbook on the English language, or English language practice nor is it an activity book for any specific subject taught in English. The main focus here is on how to activate content knowledge in a subject while using a foreign language, as well as how to organise instruction so that learners benefit from a CLIL class.

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