scholarly journals COGNITIVE-COMMUNICATIVE APPROACH DURING ENGLISH LEARNING IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION

2020 ◽  
pp. 22-28
Author(s):  
Yu. P. Anosova ◽  
O. V. Naumkinа ◽  
O. P. Silishchenko
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Cognitive Skills ◽  
Educational Material ◽  
Full Time ◽  
Language Communication ◽  
Communicative Approach ◽  
Development Of Language ◽  
Independent Work

The article considers the essence and basic interpretations of the “cognitive-communicative approach” (CCA) concept, defines its characteristics and qualities, identifies the features of its application in institutions of professional prehigher education (PPHE) of Ukraine. The intercultural competence development problem as an indicator of the person’s ability to effectively participate in foreign language communication at the intercultural level formation is outlined. It is noted that a thorough knowledge of a foreign language is necessary for students of polytechnic institutions of PPHE for mobility, further career growth, competitiveness, communication with foreigners on a professional and personal level, expanding worldview, etc. The authors of the article identified the CCA as an approach to teaching English during both full-time and distance learning. The basic principles of this approach aimed at developing the competence of expressing the communicative intention of the student are characterized and systematized. The concepts of categorical features and terminological tools of the CCA have been clarified. The terms “blog technology”, “wiki technology”, “podcast” and “linguistic corpus” are defined. Possibilities of the educational and cognitive skills and abilities development which are provided by each of the mentioned technologies are considered. The authors described the methodological and pedagogical problem of educational material organization and processing in the polytechnic institutions students communicative and cognitive competence formation process. The article proposes the principles of processing educational material, which contribute to the development of language competencies of PPHE students of Ukraine. The socially conditioned need to use distance learning as a means of mastering the skills of students independent work in learning a foreign language is substantiated.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

scholarly journals LINGUISTIC ABILITIES FOR MASTERING FOREIGN LANGUAGES IN STUDENT TRANSLATORS WITHIN SIOP MODEL

2021 ◽  
Author(s):  
Tetiana Yefymenko ◽  
◽  
Viktoria Maistrenko ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Language Abilities ◽  
The World ◽  
Language Communication ◽  
Development Of Language ◽  
Linguistic Intuition ◽  
The Individual

The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

scholarly journals The formation of a professionally-oriented communicative competence of foreign students-economists by means of distance technologies

2019 ◽  
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Learning System ◽  
First Year ◽  
Special Role ◽  
Full Time ◽  
Language Training

The article deals with the use of foreign language distance learning for first-year foreign students of economic specialties. The implementation of distance learning is one of the ways to modernize the education in Ukraine in the context of globalization and the intensive development of information technologies. Distance technologies are now widely used in many fields of education, especially when teaching a foreign language to inophones. Creating an effective learning system, based on information technology, is an urgent task at all levels of education. One of the systems focused on the professional development of future specialists is the system of teaching students a foreign language using information technology. The possibilities of organizing the educational process are not limited to traditional and distance learning. There is a significant educational sector in which distance learning cannot be fully applied, but individual elements of e-learning can be used (in particular, distance learning technologies). It is referred to full-time and part-time (1-2 courses) forms of higher education. The mixed learning has become a special role as a more perfect model of the educational process organization, which takes the advantage of distance learning and compensates for these disadvantages. To improve the organization of the educational process for the language training of foreign students, we consider appropriate to use the materials of distance courses in the models of mixed learning. The options for integrating distance learning into the traditional system of language training for foreigners in the mixed learning models have been analyzed. When integrating the model into a traditional educational process at this stage of foreigners' training, it is suggested to use the distance course developed by us with the prevailing classroom component, because the degree of students' independent work in learning the teaching material of the discipline in the first year is not high. The structure and content of the distance course «Foreign Language» (educational-professional sphere of communication connection), designed on the Moodle platform, are considered in the article. The importance of using distance technologies in the process of organizing language training for foreign students is noted. It contributes to the formation of professional competence of future specialists in the field of economics.

scholarly journals DISTANCE LEARNING IN TEACHING ENGLISH: ADVANTAGES AND DISADVANTAGES

2021 ◽  
pp. 71-79
Author(s):  
Tetiana Kravchyna
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
New Technologies ◽  
Independent Study ◽  
Foreign Languages ◽  
The Internet ◽  
Full Time ◽  
Teaching English ◽  
Psychological Traits ◽  
Advantages And Disadvantages

Foreign languages e-learning has gained in a great importance because of growing interest in the Internet. It becomes a very popular method due to its accessibility, simplicity and availability, which contribute to improvement of spectrum and quality of distance learning in teaching English in higher educational establishments in pandemic conditions. Mechanism of education is a key process of human life, which determines the personality development. Fast pace of information technology development brings on displacement of traditional learning in higher education establishments with more modern methods including distance learning in teaching English. This article attempts to reflect the current trends in foreign language learning using distance technology. Currently, new technologies and the Internet allow the person to gain the necessary knowledge without leaving home, using a personal computer. This article considers the advantages and disadvantages of distance learning in teaching a foreign language compared to full-time and part-time education. The survey has confirmed that quality and structure of educational courses are usually much better with distance learning than with traditional training forms. Distance learning comprises all actual learning methods and suggests a large number of assignments designed for independent study, with the probability of obtaining day-to-day consultations. It uses the latest accomplishments of interactive and information technologies and gives equal educational opportunities to students regardless of health, place of residence, financial security and elitism. Besides, the disadvantages of this form of learning over other forms and the reasons why distance education may be ineffective are given and explained in the article (lack of face-to-face conversations, one-side explanation and lack of constructive skills). The student must also have certain psychological traits and technical means such as a computer and an access to the Internet. The conclusions made as a result of the comparison allow to determine the areas that need special attention, as well as to choose the most convenient tools for effective learning of foreign languages and English, in particular.

scholarly journals Impact of the Audio-Visual Learning Method on the Development of Foreign Language Communication Competence of Future Interpreters and Translator

2021 ◽  
Vol 26 (1) ◽  
pp. 112-120
Author(s):  
Tetiana Sobol
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Visual Learning ◽  
Long Term Memory ◽  
Educational Materials ◽  
Real Process ◽  
Language Communication ◽  
Communicative Approach ◽  
Effective Use

This article purpose is to concern the importance of applying a communicative approach to learning a foreign language by future interpreters and translators. The communicative approach creates situations that are as close as possible to the peculiarities of the real process of communication.  Therefore, the object of this study can be considered the didactic process of communicative competence formation of future interpreters and translators. This approach is aimed at paying more attention to the functions of language, lexical and grammatical units, which contributes to the development of communicatively oriented mastery of educational material by future interpreters and translators. The author has established the fact that thanks to a communicative approach, future interpreters and translators will be able to master foreign language communicative competence, which is necessary for orientation in the cultural aspect of a foreign language. There was used the methodology of interdisciplinary research such as analysis of scientific sources and educational materials. It confirmed that a foreign language communicative competence includes a system of knowledge and skills necessary for the effective use for a foreign language in professional and intercultural spheres. It is especially important for interpreters and translators, who must always know the language situation and know the cultural specifics of a foreign nation. Therefore, the result of this study can be considered as the following. The most effective way to achieve this goal is audiovisual reproduction of the linguistic and cultural situation, because standards of foreign language samples can come to our mind and can stay in long-term memory only with audio and visual perception. In addition, image and visual support is important not only for the semantic understanding of individual words or expressions, but also for the correct transmission of all content. Conclusion: the audiovisual method of learning a foreign language is one of the most effective for the foreign language communicative competence formation for future interpreters and translators.

scholarly journals Взаимосвязи и взаимообусловленности межкультурного образования и коммуникации на иностранном языке

2013 ◽  
pp. 193-202
Author(s):  
Tadeusz Pacholczyk
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Communication Analysis ◽  
Language And Culture ◽  
Language Communication ◽  
The Subject ◽  
Definition Of ◽  
Culture Development ◽  
And Linguistics

The contemporary glottodidactics is an interdisciplinary science, which is reflected, among others, in the transition from mono- to bi- and multiculturalism. The main objective of this paper is to define the relationships between, and conditions of, intercultural teaching and foreign language communication. The following issues will be explored in detail: - discussion of the main assumptions of the post-communicative paradigm of contemporary glottodidactics; - definition of the subject of cultural studies and linguistics in the context of the relationships between “language and culture”; - development of relationships in terms of communication and intercultural competence; - definition of the main objective of intercultural communication; - analysis of relationships as well as intercultural teaching and communication based on examples.

TEACHING STUDENTS IN MODERN CONDITIONS

2021 ◽  
pp. 11-15
Author(s):  
M. Ivanova
Keyword(s):  
Distance Learning ◽  
Technological Progress ◽  
Educational Material ◽  
Full Time ◽  
Remote Work ◽  
Learning Skills ◽  
Time Costs

The rapid forced transition to distance learning in the spring of 2020 served as an impetus for the development and introduction of new forms of education. Such a massive introduction of distance learning quickly revealed the advantages of traditional full-time education. The first meetings with students after the experimentally remote semester showed a noticeable loss of students of some of the learning skills, for example necessary for working in a team. In addition, it is impossible to teach many technical disciplines qualitatively to a student without his presence in the classroom. In the course of individual remote work with students (which entailed increased time costs), it became clear to teachers which points in the course should be paid more attention to, what to change in the presentation of educational material. Thanks to technological progress, new ways of conducting classes have appeared in a remote form. Such classes can complement traditional full-time education

scholarly journals FORMATION OF STUDENTS’ READINESS FOR INDEPENDENT WORK WITH A TEXT THROUGH DISTANCE EDUCATIONAL TECHNOLOGIES APPLIED IN TEACHING A FOREIGN LANGUAGE

2021 ◽  
Vol 56 (2) ◽  
pp. 93-100
Author(s):  
M.G. Yanova ◽  
◽  
Yu.A. Olentsova ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Analysis And Synthesis ◽  
Distance Learning Technologies ◽  
Foreign Text ◽  
Effective Organization ◽  
Independent Work

Statement of the problem. The article studies the problem of formation of students’ readiness for independent work when studying a foreign language. The article substantiates the necessity of using distance learning technologies for the effective organization of students’ independent work in foreign language classes. The article analyzes the work with a foreign text in the formation of students’ readiness for independent work through distance educational technologies. The purpose of the article is to identify methods and tools for step-by-step work on the text of a foreign language through distance educational technologies for the formation of students’ readiness for independent work. The methodology is based on the analysis and synthesis of the experience gained in science and practice of teaching a foreign language to students of various specializations. Research results. Based on the analysis of published scientific studies, the methods and tools of working with a text in a foreign language are identified. The choice of the methods and tools is determined by the purpose of the lesson, the type of text chosen for reading, and the stages of working with the text. A system of exercises for students’ independent work on the development of reading skills based on the electronic platform LMS Moodle is proposed. LMS Moodle has many tools for creating these exercises. One can select tools that correspond to the level of students’ training, the type of text and technical capabilities. Conclusion. The use of distance learning technologies in teaching a foreign language significantly increases the intensity of the educational process. It contributes to the formation of students’ readiness for independent work when learning a foreign language in general, and, in particular, when working with a text.

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