scholarly journals University Students’ Intercultural Competence Development in Foreign Language Teaching by Means of Axiological Approach

2015 ◽  
Vol 7 (4) ◽  
Author(s):  
Agzam A. Valeeva ◽  
Lilia A. Valeeva ◽  
Albina F. Sirazeeva
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching

The Communicative Approach to the Intercultural Competence Development of University Students In the Process of Foreign Language Teaching

2018 ◽  
pp. 84-88 ◽  
Author(s):  
А. Илюшина ◽  
A. Ilyushina
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Effective Form ◽  
Structural Peculiarities ◽  
Communicative Approach ◽  
Main Ideas

The article deals with the main ideas of the communicative approach as methodological background to the development of intercultural competence of nonlinguistic students in foreign language teaching. The author underlines the advantages of wide use of communicative and discussion teaching technologies in modern higher education, describes the structural peculiarities and stages of their realization. It is concluded that discussion appears to be an effective form of intercultural competence development in terms of the communicative approach.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

TEACHING A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE AT A UNIVERSITY UNDER THE CONDITIONS OF NEO-INDUSTRIAL ECONOMIC DEVELOPMENT

2020 ◽  
Author(s):  
I. A. Vorob’eva
Keyword(s):  
Economic Development ◽  
Foreign Language ◽  
University Students ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Student ◽  
Practical Application ◽  
Industrial Economic

The article is devoted to professionally-oriented a foreign language teaching at a university, which today is one of the links of training a competitive specialist. The author describes the meaning of practical application of a foreign language. The problem of searching a way to improve the quality of foreign language teaching of university students is considered. A foreign language is considered as a means and as a way to improve the professional competence of a university student.

Pedagogical conditions for professional foreign language teaching to students of “Agricultural Engineering” programme based on the model of content and language integrated learning

2020 ◽  
pp. 94-106
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Agricultural Engineering ◽  
Grouping Students ◽  
Further Development ◽  
Engineering Programme ◽  
Development Of Students

Currently, content and language integrated learning is becoming more widespread in the teaching of agrarian university students. For university pedagogy, this is a fairly new and innovative approach aimed at achieving two goals at the same time: 1) the further development of students’ foreign language communicative competence; 2) the further development of professional competencies by means of a foreign language. The dual purpose testifies to the fact that with this approach, a foreign language is both the teaching goal and a mean of professional development of students. However, the effectiveness of the teaching methods will depend on the consideration of a number of pedagogical conditions. In this work we identify and substantiate six pedagogical conditions, the consideration of which, when developing the appropriate teaching methods, will contribute to the effectiveness of the process of professional foreign language teaching in an agrarian university students of the “Agricultural Engineering” programme. These conditions include: a) the selection of subject content of teaching is carried out on the basis of the implementation of intersubject communications reliance principle; b) in the learning process, problem speech tasks are used, as well as tasks that reflect the specifics of the students’ future professional activities; c) the minimum level of foreign language proficiency by students is B1-B2; d) grouping students by level of knowledge of a foreign language; e) grouping students according to their study profiles within the framework of the programme; f) the competence of the teacher in the field of foreign language, profile specialty and methods of teaching them. The work describes in detail each of the selected conditions.

Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning

2020 ◽  
pp. 64-76
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Intercultural Interaction ◽  
Cognitive Components ◽  
Conflict Situations ◽  
Ability And Willingness

The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.

scholarly journals Student interest in cultural content of a foreign country

2016 ◽  
Vol 9 (2) ◽  
pp. 465
Author(s):  
Katarina Krželj
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Student Interest ◽  
Legislative Framework ◽  
Target Culture

The paper presents results of a study on the interest of students of non-philological faculties (of universities in Serbia) in contents from foreign cultures and how high importance students attach to learning about the target culture in foreign language teaching and learning at non-philological faculties. The goal of modern foreign language teaching at non-philological faculties, in addition to the development of communicative competence in the profession, is also to develop pluricultural competence. In order to test the chances of attaining this goal, it is necessary to perform an analysis of the legislative framework in which teaching foreign languages for special purposes takes place, an analysis of learning aims and the possibility of developing cross-cultural sensitization. An analysis of the needs for and interests in the contents of the target culture must be precededed by an analysis of the specificities of intercultural learning and intercultural competence. Based on these results, it is possible to establish the correlation between the elements of the culture already present in the existing teaching material and the interests and needs of the target group which these materials are intended for.The data thus obtained will serve as a basis for defining the guidelines for selecting contents of the target culture, which, on one hand, will be based on methodological and didactical principles of interculturally oriented foreign language teaching, and on the other hand, will reflect the real needs and interests of the students from a number of non-philological faculties.

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