scholarly journals Implementation of a Teacher̕ s Individual Style in the Process of Foreign Language Instruction

2020 ◽  
pp. 149-165
Author(s):  
Margarita Ariyan ◽  
Keyword(s):  
Foreign Language ◽  
Personal Characteristics ◽  
Informed Choice ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Professional Activity ◽  
Language Teacher ◽  
Training Tool ◽  
Individual Style

The article deals with the problem of implementing an individual style of teacher activity in the process of foreign language instruction. The purpose of the article is to raise awareness of the need to correlate professional qualities, temperament, and individual style of teacher activity with specific properties and teaching potential of various means and technologies in foreign language teaching. It is noted that the productivity of a teacher’s activities depends on how successfully her individual intellectual, emotional, and other characteristics are harmonized with the nature of the pedagogical tasks she undertakes. The ability of a teacher to make an informed choice of tools and teaching technologies presented in modern methodological literature is associated with formation of a number of professional skills: the ability to evaluate the methodological potential of a given training tool or technology; to analyze a textbook based on selected criteria: to take into account the learning conditions and characteristics of students, etc. Internal reflection that allows the teacher to become aware of her own mental characteristics can provide an important criterion for choosing methods, techniques, and technologies that are organic for the teacher. The article considers various individual styles of activity, largely determined by the characteristics of a teacher’s temperament, and the author concludes that they need to be taken into account when choosing means and technologies for training. The ability to reflect on one’s own psychological characteristics and to develop an individual style of teaching is thus seen as a most important professional quality of a foreign language teacher. The article presents a thorough analysis of the issue, complete with practical and theoretical provisions related to employing professional and personal characteristics of a foreign language teacher in the educational process. It is stated that the effectiveness of a teacher’s professional activity is determined not only by her methodological training but also by her ability to resolve contradictions between her own natural tendencies, personal characteristics, and the nature of situations that take place in the educational process. The article considers various individual styles in terms of performance and identifies both the factors that determine the individual style of the teacher and aspects of the teacher’s professional activity that depend on the chosen style of teaching. In conclusion, the author emphasizes the importance and urgency of researching and developing practical ways for teachers to choose the optimal type of the learning process within given conditions, taking into account the needs of students and the characteristics of their own personality.

THE POWER OF LANGUAGE AND THE LANGUAGE OF POWER

2020 ◽  
pp. 96-105
Author(s):  
Lyudmila A. Khalilova ◽  
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Conceptual Approach ◽  
Analytical Skills ◽  
The People ◽  
Innovative Environment ◽  
A Chain ◽  
And Behavior

A language cannot be a simple template of human activity; a language is the history and culture of the people, their long and thorny road to civilization. The informative nature of a discourse will be insignificant if we only take into consideration the visible data of the text. The single viable way to carry out research on the mentality and behavior of the representatives of different cultures is to dig into the implication and the conceptual framework of the discourse. The author’s idea might be interpreted according to the background knowledge of the reader. Such an approach turns the text into a conglomerate of sense messages that reveal the power of the language and its inextricable link to the history, culture and civilization of the nation whose language the students learn. This notional “intervention” is akin to a chain reaction and the language develops into a means of power over a human being. The conceptual approach to a foreign language material helps improve students’ cognitive and analytical skills, turns the educational process into a particular type of an innovative environment, leads to motivation increase in a foreign language instruction.

scholarly journals PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING

2020 ◽  
Vol 2 ◽  
pp. 326
Author(s):  
Elena Smirnova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Multicultural Education ◽  
Teaching Practice ◽  
Social Role ◽  
Educational Process ◽  
Professional Activity ◽  
Language Teacher ◽  
The Social

The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultural approach. The article presents professionally-oriented ways of socio-cultural competence formation of a future teacher at a practical foreign language lesson. The author proves that the decisive condition to ensure the professional direction of socio-cultural competence formation is pedagogical reflection, which makes it possible to get students involved in the reflective development of the inner space of their future professional activity. The proposed system of tasks is aimed to involve students in the reflective analysis of their own strategies how to learn a foreign culture, their functional role in the process of education and, on the other hand, to make sense of the teacher’s performance and the professional relevance of the educational process. As the way of evidence of the proposed tasks efficiency, the observation   results on students at teaching practice and school teachers’ survey data are given. 

PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION

2020 ◽  
pp. 83-92
Author(s):  
И.И. Бурлакова
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Education ◽  
Professional Community ◽  
Foreign Language Education ◽  
Educational Process ◽  
Modern Concept ◽  
Professional Activity ◽  
Intellectual Activity ◽  
Language Teacher

Постановка задачи. Научно-методологической основой современной концепции высшего образования выступает синергетическое единство классических и современных психолого-педагогических подходов. Современное высшее образование ориентировано на приобщение молодого человека к фундаментальным знаниям, на формирование практических умений в будущей профессиональной деятельности и подготовку его к обучению на протяжении всей жизни. Однако современное образование мало ориентировано на жизненное и профессиональное самоопределение студента. Выводы. Комплексное использование в учебном процессе личностно-ориентированных технологий позволяет стимулировать развитие личностного потенциала, умственную деятельность, «запускает» развитие познавательных процессов, способствует формированию компетенций, необходимых будущему учителю иностранного языка. Личностно-ориентированное иноязычное обучение в вузе будет способствовать снятию страха будущего учителя перед школой, перед современными детьми и будет способствовать безболезненному вхождению молодого учителя иностранного языка в профессиональную деятельность и профессиональное сообщество. The scientific and methodological basis of the modern concept of higher education is the synergetic unity of classical and modern psychological and pedagogical approaches. Modern higher education is focused on introducing a young person to fundamental knowledge, on forming practical skills in future professional activities and preparing them for lifelong learning. However, modern education is not focused on the life and professional self-determination of the student. The integrated use of personal-oriented technologies in the educational process in the process of teaching a foreign language stimulates personal and intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future foreign language teacher should possess. Personal-oriented foreign language education at the University will help to remove the fear of the future teacher before school, before modern children and will contribute to the painless entry of a young foreign language teacher into the professional activity and professional community.

scholarly journals PERSONALITY STRUCTURE IN THE FOREIGN READINESS FORMATION

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 191-194
Author(s):  
Victoria Kolisnyk ◽  
Victor Lytvynenko
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Real Life ◽  
Personal Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Personality Structure ◽  
Component Structure ◽  
Teachers And Students ◽  
Grammar Knowledge

The article is fixed on various views on the personality structure, which is basically directed at students’ personal and professional features. The author refers here dynamic functional structure of K. Platonov, personality structure static model of А. Petrovskyj, three component structure of І. Мalafiyik. L. Pavlova named procedural moments, emotional-voluntary sphere and psychological peculiarities as the factors of personality characteristics. Aspect of the mental working capacity is directly connected with organization of the teaching process at the lesson. The author gives ESP examples which illustrate practical application of the grammar knowledge in the real life situations. Taking such personal characteristics like character and temper into account allows to organize teaching activity according to the students’ abilities. In general interaction between teachers and students contributes to rational building a lesson to form the future IT-engineers’ foreign language readiness to use a foreign language in their professional activity. Educational process is based on communication, where both teaching and psychological aspects are shown. Besides, social influence on formation of personality is very essential for everybody. Thus, correctly considering separate components of the students’ personality structure in the educational process, teachers directly influence their personality formation. This activity is aimed both at their further personal development and professional advance.

scholarly journals Special features of professional activity of the foreign language teacher in higher educational establishment

2020 ◽  
Vol 8 (2) ◽  
pp. 5
Author(s):  
A. N. Shamov ◽  
O. M. Kim
Keyword(s):  
Higher Education ◽  
High School ◽  
Foreign Language ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Activity ◽  
Training And Education ◽  
Language Teacher ◽  
Educational Establishment ◽  
Higher Educational

Introduction. The staff of Secondary and Higher Educational establishments start training as  students of one of pedagogical universities and this training continues throughout all their professional life. A foreign language teacher ins not an exception. The objective of a higher educational establishment is to provide the foreign language teacher with profound background in several directions, necessary in his professional activity. These concepts include: 1) concepts in linguistics; 2) concepts in psychology and pedagogics; 3) concepts in lingvo-didactics. concepts from the above mentioned scientific spheres are further supported within the framework of self-teaching activities and postgraduate education, they are  clarified and enriched with  new concepts and meanings, new data obtained from the modern teaching, psychological and methodological research.Materials and Methods. A wide range of research methods (general scientific and special) were used within the framework of the research. The authors of the study widely used the following  methods of research: 1) an analysis of the scientific literature on training staff for secondary and higher education; 2) analysis of existing educational systems for  teachers training; 3) monitoring the professional work of foreign language teachers;4) testing methods for teachers studying at training courses in the Nizhny Novgorod Institute of Education Development; 5) methods of linguistic descriptions of professional concepts and terminology related to training and education by means of  foreign language; 6) survey; 7) monitoring of pedagogical activity of the foreign language teacher and its analysis; 8) Discussions with the management of educational institutions, where the teacher is working.Results. The following scope of scientific work has been performed as a result of the survey 1) The psychological and didactic features of activity of the future foreign language teacher in the school environment and the higher education institution have been defined; 2) significant range of professional teaching concepts that are important for the efficient organization of educational process in the sphere of language in schools and universities has been revealed; 3) conditions under which bachelors and post-graduate students  master  methodological concepts within their systematic training in high school have been described; 4) special methodological terms explicating professional and methodological ideas and meanings that are important for the teaching of the discipline "Foreign Language", in the organization of educational, cultural and educational activities of the teacher by means of a foreign language have been selected and organized into particular structure; 5) tools for assessing the quality of mastering terminological apparatus of methodical science has been definedDiscussions and Conclusions. The authors made recommendations for teachers of major subjects "Theory and a training and education (foreign language)", "Methods of teaching foreign languages at school", "Methods of teaching foreign languages in high school", "Theory and Methods of Teaching Foreign Languages and Cultures "in order to create a professional conceptual field of the teacher of foreign language.

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