scholarly journals USING EDUCATIONAL WEBSITES AND MOBILE APPS IN A FOREIGN LANGUAGE TEACHING PROCESS AT NON-LANGUAGE FACULTIES OF THE UNIVERSITY

2020 ◽  
Vol 70 (2) ◽  
pp. 257-263
Author(s):  
S.T. Nakesheva ◽  
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Apps ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Active User ◽  
Wide Range ◽  
Grammatical Skills ◽  
The Right

The article discusses the possibilities of using educational resources of the Internet and social networks as assistants for students in the study of a foreign language at university. The current generation of students is an active user of various gadgets, social networks, digital technologies. However, the use of tools for leisure-time differs significantly from their use for training. The right choice of means of instruction contributes to the achievement of foreign language learning objectives, optimizes and influences the quality of the learning process. The author provides examples of the use of Internet resources in the educational process in traditional classes and online activities. An overview of the most frequently used sites and mobile applications with a wide range of exercises, authentic material, contributing to the formation and improvement of lexical and grammatical skills was presented.

A Comparative Study of Platforms for Multi-User Virtual Environments

2011 ◽  
pp. 137-170
Author(s):  
Arda Tezcan ◽  
Debbie Richards
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Foreign Language Learning ◽  
Fields Of Study ◽  
The Right ◽  
Minimal Effort

Multi-User Virtual Environments (MUVEs) have been found to be engaging and provide an environment in which the elements of discovery, exploration and concept testing, fundamental to the field of science, can be experienced. Furthermore, MUVEs accommodate lifelike experiences with the benefit of the situated and distributed nature of cognition; they also provide virtual worlds to simulate the conditions that are not doable or practicable under real world circumstances making them very relevant to many other fields of study such as history, geography and foreign language learning. However, constructing MUVEs can be expensive and time consuming depending on the platform considered. Therefore, providing the most appropriate platform that requires minimal effort, cost and time will make MUVE deployment in the classroom faster and more viable. In this chapter, the authors provide a comparative study of prominent existing platforms for MUVEs that can be used to identify the right balance of functionality, flexibility, effort and cost for a given educational and technical context. A number of metrics are identified, described and used to enable the comparison. Platform assessment was done in four main metric groups: communication and interaction, characters, features and education. Communication and interaction metrics are used to assess how the communication and interaction is done within the examined platform. Character metrics are employed to measure avatar and agent affordances. Features metrics are defined to compare what the platform offers in terms of technology. Lastly, education metrics are used to identify the value of the associated platform for educational purposes.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

scholarly journals Speech processing and plasticity in the right hemisphere predict variation in adult foreign language learning

NeuroImage ◽  
2019 ◽  
Vol 192 ◽  
pp. 76-87 ◽  
Author(s):  
Zhenghan Qi ◽  
Michelle Han ◽  
Yunxin Wang ◽  
Carlo de los Angeles ◽  
Qi Liu ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Speech Processing ◽  
Right Hemisphere ◽  
Foreign Language Learning ◽  
The Right

scholarly journals Psychological features of studying a foreign language for professional purposes

2021 ◽  
pp. 158-167
Author(s):  
Ganna Ovsyanko ◽  
Svitlana Kyrychenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Extracurricular Activities ◽  
Psychological Factors ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Individual Characteristics ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Psychological Features

The article considers the issue of taking into account the psychological characteristics of students in the study of a foreign language for professional purposes. It was analyzed the methodological aspects of taking into account psychological features in teaching a foreign language. Emphasis is placed on the need and importance of taking into account the psychological characteristics of students in the process of learning a foreign language for professional purposes. The main psychological factors of learning a foreign language are identified. Among the main psychological factors are: motivation and interest in language learning, temperament, memory, ability to learn languages, language barrier. Motivation is a major factor in language learning. Only the motivation to succeed can bring results in language learning. Psychological comfort in the classroom is a way to realize their importance in society, trying to get the most information for successful self-development. Under the condition of complete psychological comfort, the intensive development of mental processes and imagination, the improvement of memory, and the ability to communicate begin. Activating memorization processes also plays an important role in foreign language learning. The human brain is a complex mechanism and the main indicator of its efficiency is attention. If attention is reduced, a person can hardly concentrate. The article states that the success of learning a foreign language is determined by a combination of factors: motivational, emotional, cognitive, linguistic, psychophysiological and interactive. This means that the psychological aspects of learning a foreign language determine not only the goals and objectives of teaching, motivation, interest of students, but also the methods and approaches to learning. Emphasis is placed on the need to constantly search for new opportunities and ways to form and improve methods of learning a foreign language for professional purposes. The leading idea of the article is that taking into account the psychological, pedagogical and individual characteristics of students in the study of a foreign language for professional purposes allows to introduce new technologies into the educational process, increase learning efficiency, develop language skills and competencies, develop creative abilities, increase independent and extracurricular activities.

scholarly journals THE USE OF MULTIMEDIA LINGUISTIC LABORATORIES IN FOREIGN LANGUAGE LEARNING (THE CASE STUDY OF «TRANSLATION» SPECIALTY)

2019 ◽  
Vol 74 (6) ◽  
pp. 201-211
Author(s):  
Володимир Миколайович Манько ◽  
Людмила Іванівна Хіценко
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Computer Software ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Computer Classrooms ◽  
High Level

The research is devoted to the experimental verification of the effectiveness of multimedia language laboratories in foreign language learning (on the example of the specialty «Translation»). The study represents the capabilities of multimedia language laboratories in the foreign language learning and the advantages and disadvantages of their use. The article discusses the concepts of “multimedia technologies” as digital delivery of content using more than one medium which influences several perception channels of information, and “multimedia linguistic laboratories” as computer classrooms equipped with E-Presenter, multimedia projector, interactive whiteboard and peripheral equipment. Multimedia presentations, electronic studies manuals and Internet access are used to provide the future interpreters with necessary knowledge for doing translation. Modern multifunctional computer software gives the future interpreters the opportunity to form the competence in listening. The use of Skype and Viber helps to develop communicative skills providing communication and cultural interaction with native speakers. MLL’s software and hardware complex provides teachers with a powerful toolkit that helps to create, edit and save tests, conduct tests and collect results, quickly assess and comment on the answers. The statistical calculations confirmed that the implementation of multimedia technology in the educational process, the correct and systematic use of MLL in the foreign language learning, can not only diversify learning process, but also help the future interpreters to achieve a high level of the foreign language competence. The use of MLL revealed a number of methodological advantages over traditional ways of teaching. The authors see the prospects for further research in the creation of appropriate pedagogical conditions for implementing information and communication technologies in the process of training future interpreters.

Design of Language Learning Software

2014 ◽  
pp. 1200-1221
Author(s):  
Vehbi Turel ◽  
Peter McKenna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Software Design ◽  
Development Process ◽  
Interactive Multimedia ◽  
Foreign Language Learning ◽  
Cost Effective ◽  
Design And Development ◽  
Wide Range ◽  
Learning Software

In this chapter, the authors focus on the principles and guidelines that should be borne in mind when designing and developing (interactive multimedia) language software for foreign language learning. The stages of software design and development can be categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing, and (6) evaluating. Each stage is vital to the design and development process for cost effective software, and a wide range of principles and guidelines need to be borne in mind at each stage in order to design and develop effective language learning software. Here, the authors focus on the design principles and guidelines that need to be considered while designing and developing language software.

Language learning of future food industry engineers in Ukraine

2019 ◽  
Vol 2 ◽  
pp. 61-71
Author(s):  
Галина ЧЕРЕДНИЧЕНКО
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Food Industry ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Language Competence ◽  
Professional Orientation ◽  
Innovative System ◽  
Technology Market ◽  
Skill Category

The article examines the current situation of training of future food industry engineers in Ukraine, syllabuses, competences they have to obtain, skills. Communicating skill is considered the number one skills by 94% of employers of Food and Technology market. This skill category includes writing, reading and presenting information, listening and understanding instructions and ability to speak other languages (specifically English). The author offers to implement the innovative system of foreign language learning into educational process of future food industry engineers. The pedagogical system should be based on the principles of continuity, additionality, the combination of heuristic and reproductive methods, interdisciplinary integration, socio-cultural and professional orientation, the variability of group interaction. The techniques which foster the formation of foreign language competence of future food industry engineers are proposed.

scholarly journals CLIL IN TOURISM STUDENTS’ MULTICULTURAL COMPETENCE DEVELOPMENT

2021 ◽  
pp. 4-11
Author(s):  
Inna Goncharova ◽  
Olena Lazebna ◽  
Viktoriia Kotvytska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Multicultural Competence ◽  
Statistical Significance ◽  
Foreign Language Learning ◽  
Competence Development ◽  
Educational Process ◽  
Educational Approach ◽  
Quantitative And Qualitative Research ◽  
National University

The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students’ multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020-2021 academic year. According to the results, due to CLIL classes the students’ theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students’ multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills.

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