scholarly journals Features of the Development of Auditory and Pronunciation Skills in Online German Classes

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Olena H. Vasylchenko
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
National University ◽  
Key Factor ◽  
Video And Audio ◽  
Two Stages

The relevance of the research is determined by the need to find new methods of teaching a foreign language in the context of the transition to an online learning environment, which will contribute to ensuring an appropriate level of development of future specialists' communicative foreign competence. The purpose of the study is to determine the features of the development of students' phonetic competence in online German classes on the example of the pedagogical activity of teachers of the I.I. Mechnikov Odessa National University. The study of the selected problems was carried out in two stages based on logical and system approaches using general scientific methods, including the method of analysis, synthesis, comparison, concretisation, systematisation, and the method of analogies. It was identified that the modern educational space is characterised by the digitalisation of the educational process, as a result of which approaches to teaching a foreign language are changing. The paper considers foreign practices of using multimedia technologies in foreign language classes to form students' auditory and pronunciation skills in online learning. The necessity of changing the conventional methods of teaching an introductory phonetic course in a foreign language according to the requirements of distance learning was substantiated. It was established that the key factor in the development of auditory and pronunciation skills in online German classes is the use of video and audio materials (video conferences and messengers), animated images of articulation of sounds, as well as a system of exercises for the practical application of the theoretical knowledge obtained. On the example of teaching an introductory phonetic course in German for first-year students of the Department of International Relations of the I.I. Mechnikov Odessa National University, the basic principles of using mobile applications in the process of distance learning, including Padlet, LearningApps, Voki, PicVoice, and ChatterPix are described. The prospects for further research lie in the practice of using the online environment of an introductory German phonetic course among students of related specialisations

scholarly journals Developing intonation skills in English: A systemic functional linguistics perspective

2018 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Renata Fabiana Cardinali ◽  
Maria Celina Barbeito
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
First Year Students ◽  
Functional Linguistics ◽  
Oral Production ◽  
Foreign Language Learners ◽  
National University ◽  
Oral Skills

This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers   Keywords: EFL, intonation, systemic functional linguistics, teacher training.

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 Peculiarities of formation of foreign language communicative competence of university students in conditions of distance learning

2021 ◽  
Author(s):  
Я.Ю. Горгарова
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Foreign Language ◽  
University Students ◽  
Information And Communication Technologies ◽  
Communicative Competence ◽  
Learning Technologies ◽  
Educational Process ◽  
Technical Problems

Данная статья посвящена особенностям формирования иноязычной коммуникативной компетентности студентов вуза в условиях дистанционного обучения. Актуальность проводимого исследования заключается в попытке разрешения противоречия между необходимостью использования информационно-коммуникационных технологий, в том числе и дистанционного обучения, в образовательном процессе высших учебных заведений и недостаточностью условий для реализации их инновационного потенциала. В этой связи автором была уточнена сущность понятий «дистанционное образование», «дистанционное обучение», «дистанционные образовательные технологии», «онлайн-обучение», определена их роль в контексте новой образовательной парадигмы современности, проанализирован практический опыт применения онлайн-обучения в целях формирования иноязычной коммуникативной компетентности студентов вуза, а также даны рекомендации по использованию цифровых ресурсов на занятиях по практическому курсу французского языка. В ходе наблюдения за учебным процессом в дистанционном формате и беседы со студентами 4 курса Института лингвистики и мировых языков Калужского государственного университета им. К.Э. Циолковского, автор приходит к выводу, что при условии решения ряда проблем организационного и технического характера дистанционное обучение представляет большие перспективы в развитии высшего образования в России. Статья предназначена для работников системы образования, исследователей и педагогов-практиков. This article is devoted to the peculiarities of formation of foreign-language communicative competence of university students in the conditions of distance learning. The relevance of the research is an attempt to resolve the contradiction between the need to use information and communication technologies, including distance learning, in the educational process of higher education institutions and the lack of conditions for the realization of their innovative potential. In this regard, the author clarified the essence of the concepts of «distance education», «distance learning», «distance learning technologies», «online learning», defined their role in the context of the new educational paradigm, analyzed the practical experience of using online learning in order to form the foreign language communicative competence of university students and gave recommendations for the application of digital resources in the practical French course. During the observation of the learning process in a distance format and conversation with fourth-year students of the Institute of Linguistics and World Languages of K.E. Tsiolkovsky Kaluga State University, the author concludes that if a number of organizational and technical problems are solved, distance learning is very promising for the development of higher education in Russia. The article is intended for employees of the education system, researchers and teachers-practitioners.

scholarly journals Methodology of first-year students’ foreign language written discourse competency development

2021 ◽  
pp. e021023
Author(s):  
Iryna Hoshtanar ◽  
Olga Kostrubina ◽  
Aelita Lebedieva ◽  
Oksana Izmailov
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
State University ◽  
Competency Development ◽  
Written Discourse ◽  
First Year Students ◽  
Experimental Teaching ◽  
The Subject ◽  
Development Of Students

The article focuses on the issues of methodology of first-year students’ foreign language written discourse competency development. The aim of this paper is to present the results of experimental work on the development of first-year students’ foreign language written discourse competency and to specify the achievements in its implementation into the educational process at the Faculty of Foreign Philology of the Kherson State University. The subject of our research project is the methodology of the development of students’ written discourse competency as the basis for their written communication in a foreign language. The achievement of this goal was carried out in the course of solving a number of tasks. Thus, the notion of written discourse competency in a foreign language is considered and its structure and components are clarified. The methodology of university students’ foreign language written discourse competency development is presented in the form of a model which includes 5 components: target, concept, content, procedure and outcome. The results obtained in the course of the experimental teaching are given.

scholarly journals Ways of increasing motivation to study disciplines on the profile of training by means of a foreign language

2020 ◽  
pp. 93-102
Author(s):  
Olga D. Kropotkina ◽  
Tatyana P. Frolova
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Scientific Activity ◽  
Educational Process ◽  
First Year ◽  
University Graduates ◽  
Master's Program ◽  
Research Activity ◽  
First Year Students ◽  
Research Problems

The article deals with the peculiarities of the educational process in a technical University in order to increase the motivation of students through learning a foreign language. The concepts of «motive» and «motivation» in a broad sense of the word are revealed, and in particular, the concept of «motives of scientific activity» is given through the prism of the classification of personal motives. The paper analyzes the provisions on this issue, described in the works of such researchers as D. B. Bogoyavlenskaya, J. Dewey, A. Maslow, D. Halpern, M. G. Yaroshevsky, etc. Most researchers emphasize that the research activity is a creative interaction of the main subjects of the educational process, the result of which is the development of students’ subjectively new knowledge by solving research problems. The aim of this article is to consider the ways of increasing motivation to study disciplines in the profile of training by attracting students to research activity by means of a foreign language. The article proposes a program of involvement of students in research activity taking into account modern requirements for professional training of University graduates. The article is based on research results, questionnaires, observations and a survey conducted among first-year and second year students and the first-year students in the master’s program of the Polytechnic University, those who continue studying English.

scholarly journals An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

2022 ◽  
Vol 11 (1) ◽  
pp. 353-363
Author(s):  
Raja Muhammad ◽  
Ashraf Ali* ◽  
Abdullah Alourani ◽  
Tribhuwan Kumar ◽  
Muhammad Shahbaz
Keyword(s):  
Online Learning ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
University Campuses ◽  
Face To Face ◽  
Saudi Students ◽  
Educational Challenges ◽  
Face To Face Instruction ◽  
Research Students

<p style="text-align: justify;">The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.</p>

scholarly journals The motivation to study of first-year students

2019 ◽  
Vol 7 (2) ◽  
pp. 28-36
Author(s):  
Volodymyr Starosta ◽  
Olena Popadych
Keyword(s):  
Higher Education ◽  
Young People ◽  
Professional Training ◽  
Educational Process ◽  
First Year ◽  
General Tendency ◽  
First Year Students ◽  
Educational Motivation ◽  
National University ◽  
The University

The problem of motivating an individual to be active in the society is always relevant in different fields of science, since the availability of appropriate motives determines appropriate response of each person. The purposeful formation of students’ study and professional motivation is one of the main tasks in higher education, and identifying different aspects of such motivation in first-year students gives an opportunity to have feedback and improve the living conditions of young people. In this article it has been established that student’s educational motivation can be considered as a complex system of factors and motives (goals, needs, interests, tendencies, successes, etc.) that are constantly changing and are mutually influential; it makes students acquire knowledge, development and develop their abilities, skills, personal qualities, a positive attitude to their future profession and the world around. The purpose of this work is to study the indicators and peculiarities of the motivation to study of first-year students. At this stage, among the main tasks is the determination of indicators and dynamics of motivation of first-year students at the classical university based on the example of the Uzhhorod National University using the results an electronic questionnaire for first-year students. The article reveals a peculiarity of students’ motivation to study, which lies in the fact that it is not only polimotivated, but also one of the important results of the adaptation process (that is, the process and result of adaptation as a factor of motivation) and at the same time one of the mechanisms/factors of adaptation of young people to the educational process in higher education. The Empirical research proves that at the university, the majority of students (over 70%) have optimal motivational complexes during all the academic years under research, which contributes to successful professional training. There is also a general tendency for both the university as a whole and for most faculties, namely higher indicators of internal and external positive motivation in comparison with indicators of external negative motivation.

scholarly journals Experience of distance learning for future social work specialists

2021 ◽  
Vol 2 (119) ◽  
pp. 53-60
Author(s):  
Lyudmila V. Vandysheva ◽  
Keyword(s):  
Social Work ◽  
Distance Learning ◽  
Professional Training ◽  
Educational Process ◽  
Teaching Staff ◽  
First Year ◽  
First Year Students ◽  
Offline Learning ◽  
Research Problems ◽  
The One

The current epidemiological situation, which has developed not only in Russia, but all over the world, has become the basis for rethinking the content, forms, methods of training future social work specialists. Distance learning has become the only educational technology that ensures, on the one hand, the isolation of students and their safety in the context of the spread of COVID 19, on the other hand, the mobility of students while continuing their studies. Beforethe official transfer of the education system to distance learning, in foreign and domestic practice of professional training of future social work specialists, little experience in distance learning was accumulated. The purpose of the article is to concretize the essence of distance learning for future social work specialists; identify problems and determine the conditions that improve the quality of distance learning for future social work specialists. The analysis of this experience allows us to conclude that the interactivity of distance learning presupposes the advancement of new requirements for the roles of the teacher and the student, the organization of their interaction. As a result of the author's research, problems were identified related to the implementation of distance learning (imperfection of technical support, unpreparedness of the teaching staff to conduct classes in a distance format, lack of the possibility of «live communication», insufficient self-discipline and self-organization of students, etc.), which do not contribute to high-quality education, personal and professional development of students. There is a lack of readiness of first-year students after the experience of distance learning at school to continue it at the university; sophomores generally prefer offline learning; third and fourth year students are more inclined to study in a distance format. The basis for the formation of a positive experience of distance learning for future social work specialists is: information and technical competence of all participants in the educational process, the formation of certain personal qualities, as well as the possibility of blended learning (traditional and distance).

scholarly journals Implementing Electronic Courses Based on Moodle for Foreign Language Teaching at Russian Technical Universities

2015 ◽  
Vol 10 (3) ◽  
pp. 58 ◽  
Author(s):  
Tatiana Yurievna Aikina ◽  
Olga Vitalievna Sumtsova ◽  
Dmitriy Igorevich Pavlov
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Educational Process ◽  
Educational Institutions ◽  
First Year ◽  
Information Communication ◽  
First Year Students ◽  
Learning Platform ◽  
E Learning ◽  
The Russian Federation

The main purpose of this work is to consider the most efficient modern educational technologies applied in teaching foreign languages to students of higher educational institutions in the Russian Federation. Special emphasis is placed on blended learning as a pedagogical approach of high priority. It is necessary to note that information-communication environment plays a great role in the realization of blended learning since the organization of educational process is impossible without it. The authors of the paper give consideration to one of the most relevant educational platform Moodle. An electronic course based on Moodle developed for the first year students of Tomsk Polytechnic University within teaching the discipline “Foreign Language” is reviewed in this work. The authors come to the conclusion that electronic courses designed by means of the e-learning platform Moodle are ideally suitable for the efficient blended learning implementation.

scholarly journals Conversation Analysis of Code-Switched Repair Sequences in the Educational Context

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Damira Akynova ◽  
Atirkul Agmanova ◽  
Sholpan Kakzhanova ◽  
Aliya Aimoldina Aimoldina ◽  
Aliya Assanova
Keyword(s):  
Foreign Language ◽  
Educational Policy ◽  
Conversation Analysis ◽  
Code Switching ◽  
Foreign Languages ◽  
First Year ◽  
Educational Context ◽  
First Year Students ◽  
National University ◽  
The Republic

The paper considers Anglo-Kazakh code-switching in the repair sequences among first-year students majoring in “Foreign language: two foreign languages”. The study was conducted at Gumilyov Eurasian National University in Astana, Kazakhstan. Some specific characteristics of educational policy of the Republic of Kazakhstan are analysed. The results show that code-switching in repair sequences is used as: a) self-initiated self-repair; b) self-initiated other-repair; and c) candidate understanding. Repair initiation when code-switching happens to understand, to confirm and to clarify statements. Due to the specific linguistic situation of Kazakhstan, code-switching in the FL classroom may occur from English to Kazakh, or from English to Russian, depending on dominance of the language in the linguistic repertoire of the speaker. Keywords: Conversation analysis; Code-switching; Repair 

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