The managerial culture of a teacher as a leader of foreign language process of the distance training personnel for intercultural communication

2020 ◽  
pp. 71-78
Author(s):  
Alla Nikolaevna Ryblova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Empirical Research ◽  
Component Composition ◽  
Language Training ◽  
Ethical Aspects ◽  
Training Process ◽  
Distance Training ◽  
Managerial Culture

The article presents a theoretical and methodological analysis of the problems of adherence to managerial culture by a teacher within the framework of a remotely organized foreign language training process. The author reveals the component composition of managerial culture and ethical aspects of teacher management of students’ interaction to prepare them for intercultural communication, presents the results of many years of empirical research.

scholarly journals Repositioning English and multilingualism in English as a Lingua Franca

2015 ◽  
Vol 2 (3) ◽  
pp. 49-85 ◽  
Author(s):  
Jennifer Jenkins
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Empirical Evidence ◽  
Empirical Research ◽  
Social Practice ◽  
Empirical Work ◽  
Small Step ◽  
Lingua Franca

AbstractIn the relatively few years since empirical research into English as a Lingua Franca began being conducted more widely, the field has developed and expanded remarkably, and in myriad ways. In particular, researchers have explored ELF from the perspective of a range of linguistic levels and in an ever-increasing number of sociolinguistic contexts, as well as its synergies with the field of Intercultural Communication and its meaning for the fields of Second Language Acquisition and English as a Foreign Language. The original orientation to ELF communication focused heavily, if not exclusively, on form. In light of increasing empirical evidence, this gave way some years later to an understanding that it is the processes underlying these forms that are paramount, and hence to a focus on ELF users and ELF as social practice. It is argued in this article, however, that ELF is in need of further retheorisation in respect of its essentially multilingual nature: a nature that has always been present in ELF theory and empirical work, but which, I believe, has not so far been sufficiently foregrounded. This article therefore attempts to redress the balance by taking ELF theorisation a small step further in its evolution.

scholarly journals Cultural aspect as an important component of foreign language training of navigators for work in a mixed crew

2019 ◽  
pp. 117-121
Author(s):  
E. A. Nikolaeva ◽  
V. S. Pluzhnik
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Professional Competence ◽  
Emergency Situation ◽  
Cultural Barriers ◽  
Professional Activity ◽  
Common Language ◽  
Language Training ◽  
Successful Communication ◽  
International Instruments

Higher education nowadays should form various qualities in graduates, for example, such as: initiative, communicability, agility and many others. Future navigators strive for development and self-education, knowledge of the foundations of culture and intercultural communication, professional competence. Every future navigator should be able to lead and obey, work properly with people, be ready to solve difficult issues in an emergency situation. In such multinational profession, all these skills are simply unattainable without knowledge of English, and as a consequence successful communication within the crew is impossible without knowledge of cultural features. Communication is an important factor in the coherent work of the crew, especially if the crew members belong to different nationalities; in this case the correct perception of each other, the absence of linguistic and cultural barriers is the key to successful professional activity. It is important to understand that the crew should have a common and understandable language. International instruments developed and adopted under the auspices of the International Maritime Organization state that this common language is English and clearly defines the level of proficiency in spoken and written English. For the Maritime University it is necessary to provide high-quality language training of cadets for further work in a mixed crew.

scholarly journals Influence of the multicultural environment of a Russian university on the language training of foreign students

2020 ◽  
Vol 48 (6) ◽  
pp. 192-203
Author(s):  
Lev V. Mardakhaev ◽  
◽  
Olga I. Volenko ◽  
Elena Yu. Varlamova ◽  
◽  
...  
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Educational Environment ◽  
Russian Language ◽  
Language Training ◽  
Language And Culture ◽  
Russian Universities ◽  
The Russian Language

The relevance of the study is due to the fact that in terms of the development of academic mobility processes, it is necessary to develop linguo-cultural content that reflects the need-motivational sphere of foreign students, as well as the implementation of the developed content, taking into account the multiculturalism of Russian universities. Besides, it is recognized that in the multicultural university environment, a foreign language culture for a foreign student acts in two ways: as a culture of the target language country, on the one hand, and as a culture of the educational environment of a Russian university, on the other hand. The empirical part of the study was carried out on a sample of 42 foreign students from Russian universities. Students were interviewed through a questionnaire to identify as follows: the attitude of foreign students towards the discovery of Russian culture and learning the Russian language; difficulties in learning the Russian language; their awareness of the qualities that characterize personal effectiveness of language training. It was revealed that foreign students recognized the wealth and beauty (42.9%), the uniqueness of the Russian language and culture (38.1%), the importance of the Russian language as a means of intercultural communication (23.8%). The absolute majority (95.2%) of foreign students experience difficulties in mastering the grammatical structure of the Russian language. As for personal qualities, the students revealed those that are interconnected with the features of national identity and allow foreign students to adapt to the Russian educational environment and reality. Based on the data obtained, it was concluded that the complexity of educational activities served as a guideline in the teacher’s actions in solving problems of mastering a foreign language and culture by foreign students, preserving the national identity of an individual, and training his/her for intercultural communication in a multicultural world space.

scholarly journals ДОСЛІДЖЕННЯ МОТИВАЦІЙНОГО КРИТЕРІЮ ІНШОМОВНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

2019 ◽  
pp. 30-33
Author(s):  
Павелків К. М.
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching Methods ◽  
Professional Training ◽  
Professional Activity ◽  
Language Training ◽  
Social Business ◽  
Internal Motivation ◽  
Social Sphere

The article is aimed at covering the empirical research results of motivational criterion of foreign language training of future social sphere specialists. The research also grounds the necessity of taking into account motivational and axiological components of foreign language training in the process of implementing the content of student’s professional training. The article explores prevailing types of motivation of young people in education and professional activity. The levels of personal, social, business orientation of future social sphere specialists are diagnosed in the research through analyzing selfish, prestigious, personal, communicative, altruistic, group, pracsical and cognitive motives. The correlation of external and internal motivation of the students under study is characterized. The conclusion of the research emphasizes on the need of taking into account learning motives and activity of future specialists through organization of purposeful conditions of foreign language training. These conditions include modern teaching methods and forms and are aimed at development of conscious business inner motivation of youth.

scholarly journals Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Second Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

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