scholarly journals DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION

2018 ◽  
Vol 3 ◽  
pp. 534
Author(s):  
Tatyana Klets ◽  
Oksana Malysheva ◽  
Nadezhda Presnyakova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Language Education ◽  
Study Groups ◽  
Individual Characteristics ◽  
Methodological Principle ◽  
Language Training ◽  
Advantages And Disadvantages ◽  
The Difference ◽  
The Individual

In the Russian system of foreign language education, learner-centred approach is seen as a leading strategic direction designed to ensure self-realization of the learner as a linguistic personality able to interact effectively in the intercultural context. The problem of differentiation is one of the central issues in learner-centred education. In authors’ opinion, the differentiated approach is the most optimal in the conditions of the heterogeneity of the study groups. The article reveals the main characteristics of a differentiated approach as a general methodological principle of teaching, allowing to take into account the individual, intellectual and psychophysiological characteristics of students. The problems, advantages and disadvantages of differentiated education in non-linguistic higher schools are analyzed. The authors of the article examine the essence of multilevel training, define its principles, describe both the external differentiation of students depending on the difference in linguistic competence and the internal differentiation as the organization of the learning process, in which the individual characteristics of students are contemplated in the conditions of a homogeneous group. Generalization of the experience on the afore-mentioned differentiation forms in the system of language training is given as well as some techniques and methods of teaching in multilevel groups are offered.

DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION

2018 ◽  
Vol 1 ◽  
Author(s):  
Tatyana Klets ◽  
Oksana Malysheva ◽  
Nadezhda Presnyakova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Language Education ◽  
Study Groups ◽  
Individual Characteristics ◽  
Methodological Principle ◽  
Language Training ◽  
Advantages And Disadvantages ◽  
The Difference ◽  
The Individual

In the Russian system of foreign language education, learner-centred approach is seen as a leading strategic direction designed to ensure self-realization of the learner as a linguistic personality able to interact effectively in the intercultural context. The problem of differentiation is one of the central issues in learner-centred education. In authors’ opinion, the differentiated approach is the most optimal in the conditions of the heterogeneity of the study groups. The article reveals the main characteristics of a differentiated approach as a general methodological principle of teaching, allowing to take into account the individual, intellectual and psychophysiological characteristics of students. The problems, advantages and disadvantages of differentiated education in non-linguistic higher schools are analyzed. The authors of the article examine the essence of multilevel training, define its principles, describe both the external differentiation of students depending on the difference in linguistic competence and the internal differentiation as the organization of the learning process, in which the individual characteristics of students are contemplated in the conditions of a homogeneous group. Generalization of the experience on the afore-mentioned differentiation forms in the system of language training is given as well as some techniques and methods of teaching in multilevel groups are offered. 

INTERACTIVE PEDAGOGICAL TECHNOLOGIES IN DIFFERENTIATED FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION

2019 ◽  
Vol 3 ◽  
pp. 579
Author(s):  
Tatyana Klets ◽  
Oksana Malysheva ◽  
Nadezhda Presnyakova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Language Education ◽  
Foreign Language Education ◽  
Individual Characteristics ◽  
Language Training ◽  
Professional Activities ◽  
Theoretical Substantiation ◽  
Pair Group ◽  
Differentiated Learning

One of the most important conditions for improving the quality of foreign language education in Russian non-linguistic universities in terms of heterogeneity of academic groups is the implementation of the differentiated approach to learning and the use of modern methodological tools in the form of interactive educational technologies. According to the authors, differentiated learning is a system of language training which allows to meet students’ cognitive needs, as well as to take into account their individual characteristics. The authors argue that the problem of having different levels of language training in a heterogeneous group can be solved through a combination of individual, pair, group and collective forms of training realized in interactive teaching. The article is aimed at the theoretical substantiation of the effectiveness of interactive pedagogical technologies and the generalization of the results of their implementation in teaching students of economic and engineering specialties. Such technologies as gamе simulation and debates based on problem-solving are aimed at involving all the students in cooperation and creating the most favourable conditions for each student’s learning. The pedagogical experience of introducing interactive learning accumulated by the authors suggests that the technology of phased, logical implementation of interactive forms from simple to more complex increases students' motivation, gains the experience of partnership, intensifies the learning process, directly linking foreign language skills with the ability to apply them in professional activities. 

scholarly journals Innovative Trends in the System of Language Education in the XXIst Century

2021 ◽  
Vol 3 (4) ◽  
pp. 73-83
Author(s):  
T. A. Dmitrenko
Keyword(s):  
Higher Education ◽  
Quality Improvement ◽  
Foreign Language ◽  
Language Education ◽  
Individual Characteristics ◽  
Language Teachers ◽  
International Standards ◽  
Teaching Staff ◽  
Language Training ◽  
Foreign Language Teachers

The article analyzes the problem associated with the quality improvement of professional training of foreign language teachers in the conditions of digitalization of Language Education. To achieve this goal, it is necessary to train competitive specialists in the field of intercultural contacts who are fluent in their profession at the level of international standards. The quality and level of foreign language training in higher education are determined by the teaching staff, who are the carriers of the ideology of updating language education. Today, the digitalization of language education has brought the foreign language training of students to a qualitatively new level, which allows not only to raise the culture of teaching foreign languages, but also to ensure the development and social adaptation of the student, and contributes to the formation of an appropriate environment for social and personal development. The quality improvement of foreign language training in higher education presupposes both the widespread use of digital teaching technologies and the mandatory consideration of the general patterns of the personality formation and individual characteristics of students, as well as the development of each student’s abilities and interests. The formation of creative thinking, flexibility, initiative and versatility, the ability to quickly respond to changes, as well as creative search in solving professional problems are especially relevant in the education and training of foreign language teachers. The article examines significant innovative trends in the system of higher education, which make it possible to train a competitive specialist who becomes the main indicator of the quality of university education.

scholarly journals OCENIANIE UCZNIÓW ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI WE WŁĄCZAJĄCEJ EDUKACJI OBCOJĘZYCZNEJ W POLSCE

Neofilolog ◽  
2020 ◽  
pp. 9-25
Author(s):  
Mariola Jaworska
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Educational Needs ◽  
Foreign Language Education ◽  
Individual Characteristics ◽  
Special Educational Needs ◽  
Learning And Teaching ◽  
Special Support ◽  
The Individual ◽  
Selection Of

For the last decade or so we have observed a visible increase in the interest of educational and scientific circles in Poland in actions to include children and teenagers with special educational needs in education in mainstream schools. Such children and teenagers require special support in the learning and teaching of foreign languages, well-considered selection of teaching methods and forms, and organisation of lessons, which takes account of the individual characteristics of the learners. Appropriate evaluation of their achievements is very important in working with such persons. The article presents assumptions relating to and possibilities of individualised evaluation of students with special educational needs from the perspective of inclusive foreign language education.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals TO THE ISSUE OF CONTENT UPDATING OF FOREIGN LANGUAGE TRAINING OF MASTER’S DEGREE STUDENTS

2021 ◽  
pp. 10-18
Author(s):  
I.A. Bobykina ◽  
◽  
E.N. Abramova ◽  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Training ◽  
Master's Program ◽  
Master's Students ◽  
Legal Documents ◽  
Research Activities ◽  
Professional Field ◽  
The University

One of the most important pedagogical tasks is the timely updating of the content of both the educational program, in general, and the work programs of disciplines (modules), according to the development trends of modern higher education and ongoing innovations in the professional field, for which a university graduate is preparing. The article is devoted to the consideration of the issue of selection of the content of foreign language training of master’s students of the educational direction. Based on the analysis of the requirements of the current legal documents, the main points of the language policy content in the field of domestic foreign language education (the introduction of competence-based, subject-activity and other approaches, the expansion of research activities, etc.) have been identified, which make it possible to justify the main selection criteria of the content of foreign language education at the university. As a result of the analysis of scientific literature, the concept of «content of education» and its components composition have been clarified. The list of professional tasks and typical communicative situations, ensuring the achievement of the results of mastering the content of the pedagogical master’s program (competencies, personal qualities), necessary for a modern teacher in the field of foreign language education, is given. In the conclusion, a number of recommendations are proposed on the technology of content design of foreign language education for masters are suggested.

Methodological Support in the Formation of the Language Competency of the «Aircraft And Helicopter Structure» Profile Students

2021 ◽  
pp. 81-89
Author(s):  
Svetlana Yevgenyevna Tsvetkova ◽  
◽  
Elena Yurievna Malisheva ◽  
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Scientific Literature ◽  
Industrial Relations ◽  
Language Education ◽  
Professional Communication ◽  
Practical Relevance ◽  
Language Training ◽  
Teaching Guide ◽  
Language Competency

The necessity of the innovation of the language education in a technical highest school was conditioned by the present-day development of the international industrial relations and business contacts between specialists of various countries. The purpose of technical profile students’ language training nowadays is the mastering of a language competency in the sphere of professional communication. The article aims at the description of peculiarities of a methodological support in the formation of the language competency of the technical profile students. The article represents the scientific literature review on the problem of the language education efficiency raising in a highest school; grounds the necessity of creating the methodological support as a means of the successful formation of the foreign language competency; describes researching approaches. The results view the content specifications and didactical structure of a teaching guide, which provides the language competency of the 24.05.07. Aircraft and Helicopter Construction profile students during the professional education. The theoretical and practical relevance is stated in the end of the article.

Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

2022 ◽  
Vol 10 (1) ◽  
Author(s):  
Vasyl Osodlo ◽  
Vitalii Rakhmanov ◽  
Viktoriia Krykun ◽  
Nataliya Tarasenko ◽  
Marharyta Aristarkhova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Information Environment ◽  
Language Training

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

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