scholarly journals Teaching Foreign Languages to Students of the Philological Direction Using the Academic Language

2021 ◽  
Vol 11 (4) ◽  
pp. 2423-2442
Author(s):  
Oksana V. Asadchykh ◽  
Liudmyla H. Smovzhenko ◽  
Iryna V. Kindras ◽  
Ihor I. Romanov ◽  
Tetiana S. Pereloma
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Effective Means ◽  
Spoken Language ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Linguistic Knowledge ◽  
Visual Images ◽  
Social Situations ◽  
Knowledge And Skills

Modern socio-educational student environment, which stands on communication is based on the exchange of visual images and philological units. Philology students see in communicating with foreign language communicants an opportunity to develop the spoken language of a non-native language, as well as to supplement this knowledge with cultural characteristics and new images. The perception of academically correct lexical group is relevant in combination with spoken language. The novelty of the study lies in the fact that the authors go beyond the stereotype, according to which the academic language is conventionally considered an anachronism and, in general, not an effective means to expand linguistic competence. The article proves that students are ready to learn the academic language not only ion the cultural plane, but also with the help of pedagogical methods. The study also confirms the authors' assertion that it is advisable to introduce an extended learning format into the curriculum in line with the techniques of linguistic learning. The practical value of this article lies in the fact that the study of the academic language by philology students will help them apply the acquired knowledge and skills in different social situations, which are often based on in-depth historical linguistic knowledge.

scholarly journals Academic language as an object of teaching foreign languages to philology students

2021 ◽  
Vol 5 (S4) ◽  
pp. 657-676
Author(s):  
Oksana V. Asadchykh ◽  
Liudmyla H. Smovzhenko ◽  
Iryna V. Kindras ◽  
Ihor I. Romanov ◽  
Tetiana S. Pereloma
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Spoken Language ◽  
Foreign Languages ◽  
Practical Significance ◽  
Visual Images ◽  
New Methods ◽  
Language Research ◽  
Intercultural Exchange ◽  
Knowledge Communication

In the modern socio-educational environment, which is developed through intercultural exchange and the implementation of new methods of spreading knowledge, communication in the student environment is based on the exchange of visual images and philological units. For students of the philological direction, communication with foreign language communicants is determined by the possibility of improving the function of conversation, perception of cultural characteristics and obtaining new images. Of relevance is the perception of not only spoken language by students, but also of the academically correct lexical group. The novelty of the study is determined by the fact that academic language is often perceived as a kind of anachronism, as something insufficient to expand linguistic competence. The study proves that the readiness of students to implement the provisions of academic language is possible not only culturally, but is also achievable by pedagogical methods. The study demonstrates that the implementation of the extended learning format is achieved through the techniques of linguistic learning. The practical significance of the study is that the perception of academic language will allow students of the philological direction to implement their skills in various social spheres, which may require historical language research and be predominantly fundamental.

MODERN LINGUODIDACTICS AND MNEMONICS: FROM THE EXPERIENCE OF TEACHING STUDENTS HOW TO MEMORIZE NEW VOCABULARY

2021 ◽  
pp. 109-119
Author(s):  
Tat’yana A. Markelova ◽  
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Practical Experience ◽  
Foreign Languages ◽  
Visual Images ◽  
The Internet ◽  
English Classes ◽  
False Idea ◽  
Mnemonic Techniques

The paper deals with the search and application of effective methods of memorizing foreign language vocabulary, based on integrative and personal development approaches within the framework of modern linguodidactics. The Internet era, which maximally simplifies the process of searching for and translating foreign words, engender among students a false idea that there is no need to form special skills of memorizing foreign language vocabulary. In this regard, the development of new ways how to activate memory for educational purposes is of particular relevance, as well as the study of such mental processes of memory as memorizing, preserving, reproducing and forgetting. The author refers to some aspects of linguodidactics’ and mnemonics’ historical evolution, foreign and Russian experience of using mnemonic techniques in the process of studying and teaching foreign languages. Memorizing based on mnemonic encoding into images (when objects are linked with existing information in the memory) contributes to the process of mastering foreign language vocabulary, it becomes faster and easier, and it results in a long-term memorization of the material. In the paper, the author shares the practical experience of applying and teaching mnemonic techniques at English classes. The latter include phonetic associations, visual images, pictures, kinesthetic representations. In conclusion, the author makes an inference that it is advisable to teach students the technique of mnemonics as one of the effective ways to facilitate the process of memorizing new vocabulary.

scholarly journals WYMOGI WSPÓŁCZESNEGO RYNKU PRACY W ODNIESIENIU DO KOMPETENCJI ABSOLWENTÓW KIERUNKÓW HUMANISTYCZNYCH

Neofilolog ◽  
2019 ◽  
pp. 43-57
Author(s):  
Magdalena Dańko ◽  
Ewa Wieszczeczyńska
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
New Technologies ◽  
Foreign Languages ◽  
General Knowledge ◽  
Knowledge And Skills ◽  
Language Knowledge ◽  
Specialized Language ◽  
Personal Competencies ◽  
Lower Silesia

This paper presents the results of a pilot study conducted in 60 selected companies located in Wrocław and Lower Silesia. The main objective of the study was to get information about prospective employers’ expectations of graduates of humanities with foreign language knowledge and skills, should those companies decide to employ them. It was found that according to employers social and personal competencies are as important as skills in using specialized language and new technologies. Preferred are graduates who are fluent in two foreign languages (English and German) and who have extensive general knowledge.

scholarly journals Developing Reflective and Investigative Skills in Teacher Preparation Programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle

2011 ◽  
pp. 22
Author(s):  
Rosalba Cárdenas Ramos ◽  
Carmen Cecilia Faustino
Keyword(s):  
Foreign Language ◽  
Linguistic Competence ◽  
Classroom Research ◽  
Foreign Languages ◽  
Teacher Preparation Programs ◽  
Initial Training ◽  
Preparation Programs ◽  
Language Program ◽  
Design And Implementation

In this article we want to describe our process and experience in studying, designing, planning and implementing the Classroom Research Component in the first five semesters of the Licenciatura program at the School of Language Science, Universidad del Valle. We want to stress the role of Classroom Research in our students’ initial training and in our own professional development. We also want to show the  importance of preparing students and future teachers who possess not only linguistic competence in the foreign languages, but also competences that allow them to reflect, analyze and find ways of improving their professional practice.The description of this experience leads us to share our achievements, difficulties and plans for future development.

scholarly journals IMPROVING THE EFFECTIVENESS OF TEACHING STUDENTS A FOREIGN LANGUAGE BASED ON A COMMUNICATIVE METHODOLOGY

2021 ◽  
Vol 9 (12) ◽  
pp. 396-402
Author(s):  
Pulatova Ziyoda ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Learning Rules ◽  
Level Of Knowledge ◽  
Grammar Knowledge

In the context of globalization and integration in the country into the international community, the modernization of foreign language teaching in domestic higher education is taking place. The development of international contacts in the country causes a need for specialists of various profiles who are well-versed in foreign languages, but their training does not always give the desired results. Practice has shown that the grammatical translation method used in the last few decades to teach a foreign language to specialists of various profiles, in which the emphasis is on learning rules and translating texts, rather than on communication, has not fully justified itself. Having generally good grammar knowledge, and skills in the field of translation, graduates of non-linguistic universities have difficulties in communication with foreigners in the course of professional activities, and the question about the level of knowledge of foreign language professionals are increasingly responsible read and translate with a dictionary, which actually means no possession and failure to carry out practical communication in a foreign language.

scholarly journals IMPROVING THE EFFICIENCY OF FOREIGN LANGUAGE TEACHING FOR FUTURE NON-LINGUISTIC SPECIALISTS WITH THE APPLICATION OF THE SIOP MODEL

2021 ◽  
Author(s):  
Maria Rakovs`ka ◽  
◽  
Dariya Pustovoichenko ◽  
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Occupational Mobility ◽  
Foreign Language Teaching ◽  
Sheltered Instruction ◽  
Foreign Languages ◽  
Professional Activity ◽  
Professional Mobility

Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively carry out their professional activities in their field, which will significantly increase the level of language training. It is considered that the formation of communication skills at the present stage implies the development of students' communicative competence. The component of directions of formation of multicultural communicative competence in the conditions of studying foreign languages for professional purposes is considered. Conclusion. The purpose of teaching foreign languages for future non-linguistic specialists with the application of the SIOP Model should upgrade the skills and abilities that allow the future specialist to effectively pursue a professional activity in their field: work with foreign literature, participate in discussions in a foreign language, speak or write a professional translation of business literature in professional field. The process of foreign languages learning with the implementation of SIOP Model is aimed at forming professional competencies. The combination of these competencies in the future will determine the level of training future professionals, the degree of their readiness for professional self-determination and professional activity. The SIOP components and functions demonstrate a number of aspects that make a teacher's performance effective. The SIOP Model combines the features of effective learning into one whole, integrates a foreign language with professional learning that in the context of modern Ukrainian education is especially relevant in the transition to a system of training future specialists.

scholarly journals THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES

2021 ◽  
Vol 1 (192) ◽  
pp. 77-80
Author(s):  
Tetiana Kapitan ◽  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Learning Task ◽  
Educational Process ◽  
Foreign Languages ◽  
Linguistic Knowledge ◽  
Specific Situation ◽  
Lack Of Information ◽  
Grammar Rules ◽  
Speaking Skills

Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.

scholarly journals Developing the Cadets’ Communication Competence from an Intercultural Perspective

2018 ◽  
Vol 23 (2) ◽  
pp. 136-142
Author(s):  
Brândușa-Oana Niculescu ◽  
Georgeta Obilişteanu
Keyword(s):  
Foreign Language ◽  
Communication Competence ◽  
Linguistic Competence ◽  
Target Language ◽  
Content Areas ◽  
Knowledge And Skills ◽  
Language Classes ◽  
Role Of Teachers ◽  
Teaching Learning

Abstract Traditionally, foreign language classes provide a systematic presentation and acquisition of knowledge and skills under the guidance and monitoring of a teacher. However, language is unquestionably related to culture. Being competent in a foreign language requires not only possessing the linguistic competence, but also understanding the culture that has defined and shaped it. The process of learning a foreign language involves an awareness of the culture of the target language, as well as the way it relates to one’s own culture. This paper aims, first, to deal with major issues in the foreign language classes related to creating the conditions for students to acquire and develop the skills necessary to cope with the difficulties of the intercultural situations, and second, to determine the culture-related content areas and give practical tips for teachers to employ in preparing their students for the intercultural challenge. It also points to the important role of teachers in conceiving and producing the teaching-learning resources that will enable students to gain the relevant cultural background knowledge and skills, as well as to the benefits of using culture-focused activities along with the grammar-based tasks.

scholarly journals Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia

2018 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Azkia Muharom Albantani ◽  
Ahmad Madkur
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
The Self ◽  
Foreign Languages ◽  
Self Identity ◽  
Classroom Activities ◽  
Instructional Activities

Indonesia is well-known for its diversity of ethnicity, language, religion and tradition. This gives birth to the emergence of local wisdom in every region in this country. Local wisdom is certainly very meaningful because it is a part of characteristic of the nation. Unfortunately, many today’s young people are not familiar, even do not know, with their local wisdoms. This should be paid more attention since local wisdom is one of the self-identity of the nation. One of strategies to preserve and inherit local wisdom is by integrating it into all lessons, including foreign language, taught at school. Local wisdom needs to be in instructional activities of foreign language teaching, even though they need to learn foreign languages, they would not lose their real identity. The application of this concept is not only to equip the students with linguistic competence but also to provide them with cultural competence. This paper discusses the importance, the reason and the practical ways of integrating local wisdom in foreign language teaching for Indonesian students. It is concluded that the integration of local wisdom is very essential and it could be executed by including the local wisdom values into the materials, allocated time for discussion on local wisdom, classroom activities and the process of teaching linguistic skill.

scholarly journals Corpus software in EFL teaching: Examination of language exposure

2020 ◽  
Vol 22 (4) ◽  
pp. 131-145
Author(s):  
A. V. Kudryashova ◽  
Ya. V. Rozanova ◽  
T. V. Sidorenko
Keyword(s):  
Foreign Language ◽  
Corpus Linguistics ◽  
Language Education ◽  
Business Communication ◽  
Foreign Languages ◽  
Practical Significance ◽  
Linguistic Knowledge ◽  
Analysis And Synthesis ◽  
Training Programmes ◽  
Methodological Guidelines

Introduction. High-quality language education in technical universities requires its interdisciplinary relation to the content of highly specialised subjects corresponding to the training programmes aimed at instructing the future specialists. Educational materials in a foreign language are highly productive if they emphasise the terminology and professional vocabulary authentic to the current state of the scientific field.The aim of the study presented in the article was to assess the validity of the lexical material delivered in the course “English for Business Communication”, to determine the selection criteria for this vocabulary as well as the methods for its assimilation and practical application.Methodology and research methods. The applied corpus software enabled to obtain quantitative indicators of the distribution of foreign-language business vocabulary in the given training course. The lexical material being currently offered to students and the professional thesaurus identified via linguistic databases was compared with the use of comparative analysis and synthesis.Results and scientific novelty. The lexical units (terms, set expressions), which are the most active in the business sphere, were identified on the basis of its frequency. The authors established the correlation between them and educational vocabulary, both from the perspective of its integration into the course without block concentration throughout the course of university training, and from the perspective of the variety of methods used to practice this vocabulary. It is concluded that the applied educational material needs to be substantially adjusted. The vocabulary does not completely reflect the realities of the business communication sphere and the distribution of active vocational vocabulary regulated by methodological guidelines does not entirely contribute to its strong assimilation. According to the authors, the necessary changes to the approaches and methods for selecting and compiling lexical material and to the methodology for designing a foreign language course should be made on the basis of integrating pedagogical and linguistic knowledge, in particular, the methodology of teaching foreign languages and the corpus linguistics.Practical significance. The ways of integrating corpus programs in the process of developing the content of language disciplines, which are part of the main educational program of technical universities, are demonstrated as one of the methods to increase the effectiveness of teaching foreign languages to students of non-linguistic specialties.

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