Foreign Language Communication Research Articles

The model of future philologists linguistic professional training for foreign language communication in the field of speechwriting and business administration

Introduction. The process of globalization covers all spheres of life of the modern society. The volume of intercultural communication is significantly increasing. The number of business contacts between various industrial enterprises is growing. Due to the fact that the international partnership requires coordination and communication planning, the tasks of training specialists competent in the field of business communication, including foreign-language ones, are updated. One needs appropriate training for mastering the skills to formulate one’s idea correctly, to express it clearly and briefly, including the choice of the appropriate tone and format, the language units. You should also master the skills to analyze the received information, interpret the meaning and relevance. Knowledge, skills of foreign-language business communication is an important professional quality that is necessary for specialists involved in speechwriting and business administration. The purpose of the study is to present a projected model for training students in the field of Philology, whose profile is Speechwriting Business Administration for the implementation of business foreign language communication. There is a revealed contradiction between the insufficient development of theoretical and methodological grounds for the formation of the universal competence in the field of business foreign-language communication of the future bachelor in the field of speechwriting and business administration, on the one hand, and a social order for a competent bachelor of this profile, on the other hand. It conditioned the relevance of the study on planning the model of linguistic training, which allows future bachelors in the field of speechwriting and business administration to master successfully the universal competencies, primarily in the field of foreign-language business communication. In this we see the relevance of the study. Materials and methods. The regulatory documentation, scientific literature of domestic and foreign scientists on the problem of the research was studied and analyzed. The methodological foundations of the study are a set of approaches: competent, system-activity, communicative, professional-oriented. In the work we use theoretical research methods – analysis (the analysis of scientific literature and basic pedagogical concepts), synthesis, generalization, modeling. Study results. The study conducted by the authors made it possible to design a model of future bachelors, foreignlanguage and linguo-professional training in the field of speechwriting and business administration. It is aimed at mastering the universal competence in the process of studying a foreign language. The characteristics of the main structural blocks of the model (target, theoretical and methodological, meaningful, technological, diagnostic and effective) are presented. Conclusion. The further direction of the study was determined: the identification of the effectiveness of the developed model in the process of experimental training of future bachelors in the field of Philology, whose profile is Speechwriting and Business Administration.

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

WAYS TO OVERCOME LANGUAGE BARRIERS IN ORDER TO IMPROVE ACADEMIC ACHIEVEMENT OF FOREIGN STUDENTS

The article examines the definitions of a language barrier in scientific literature, analyses the possible causes of language barriers and ways to overcome them by foreign students. Hypothesis: it seems possible to improve students’ performance and teach them to overcome barriers in foreign language communication by increasing the level of awareness and self-organisation of foreign speakers. The research methods included theoretical and methodological analysis of philosophical, psychological, pedagogical and methodological literature, questionnaires and a written survey. Results: during the study, it was found that in the scientific literature there is no unambiguous definition of the “language barrier” concept; such concepts as cultural, communicative, semantic, psychological and linguistic barriers are considered. Overcoming difficulties of various kinds, according to domestic and foreign researchers, is facilitated by a high level of personal stability, moral attitudes, and self-actualisation. High academic results are associated with the compensatory competence of students, the level of motivation, cognitive flexibility, the ability to mobilise internal reserves, self-organisation skills and the creative potential of the individual.

Совершенствование профессиональных компетенций преподавателя иностранного языка в условиях непрерывного педагогического образования

Pedagogy is currently a priority area of Russian higher education. The authors analyzed research publications, regulatory documents, and international foreign language assessment standards to determine professional competencies of a foreign language teacher. Pedagogical qualifications were studied in the context of pedagogical education as a structure. Any complete level of pedagogical education allows for professional activity; however, each level has a different pedagogical trajectory. Bachelor’s degree is the basic level of teacher education while Master’s degree provides a universal pedagogical trajectory for any education level. Competence is defined as a set of competencies that allow the teacher to organize an effective academic process. Pedagogical competence is a combination of professional and methodological competencies, which are of utmost importance for any teacher. The article introduces a number of ways to improve these competencies in line with formal and informal models. For a foreign language teacher, foreign language communication is the core competence. Its improvement is effective if it follows the system of international exams, e.g., the Common European Framework of Reference (CEFR) for Languages. Higher pedagogical education provides a foundation for continuous professional development in an informal learning model, i.e., advanced training programs based on international exams.

Strategies in the Classroom for English Learning: Investigating the Effectiveness of Brain-Based Learning at Secondary School Level

Brain-based learning is claimed to make foreign language communication easier because learning a foreign language is complex. The objective of the study is to explore secondary school teachers’ perceptions of the effectiveness of brain-based learning strategies for English learning in the classroom. The research design was carefully crafted to gather quantitative data through a survey method, utilizing Likert scales to gauge respondents' levels of agreement with statements related to the research objectives. Researchers selected population responders using essential random sampling. The survey sampled 300 teachers. The study found that brain-based learning methodologies and concepts help students learn other languages naturally. Teachers reported that students never felt confident when speaking in English class, felt unconscious about speaking in front of other students, and got nervous when they did not understand every word their teacher was saying. However, the class environment made them feel comfortable. Brain-based learning provides a natural and suitable atmosphere for foreign/second language acquisition. Hence, the study may propose it for English classrooms at different levels.

Значение аутентичной авторской сказки в процессе формирования эмотивной компетенции школьников среднего звена на занятиях по иностранному языку в системе дополнительного образования

The purpose of the study is to identify didactic possibilities and provide theoretical justification for the feasibility of using an authentic literary fairy tale in the formation of emotive competence when teaching schoolchildren a foreign language in the system of additional education. The article analyzes the various didactic possibilities of literary fairy tales when teaching a foreign language to middle-level students. The scientific novelty lies in the development and testing of a set of exercises based on the literary fairy tale “A Bear Called Paddington” by Michael Bond, involving students in the process of foreign language communication and ensuring the formation of elements of emotive competence. As a result of working with fiction, children develop not only language skills, but also emotional intelligence. Students learn how to determine the emotional nature of a text and later use emotionally charged vocabulary in monologue speech, which contributes to the formation of emotive competence.

SOME ASPECTS OF FORMATION OF READINESS FOR INTERCULTURAL COMMUNICATION AMONG FUTURE SHIPMASTERS AT MARITIME ENGLISH LESSONS

The relevance of this study is determined by the fact that the legislation emphasizes the special importance of knowing the English language in relation to safety at sea. Proficiency in the English language is one of the qualification characteristics of specialists in maritime professions and is a professionally important quality. The officer of the watch should be proficient in English, which is determined by international documents (the International Maritime Organisation (IMO) Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978). The national curricula of higher education institutions of the maritime profile include the discipline “Maritime English”. The discipline in the maritime specialist university course, regardless of its formal name in the curricula, is Maritime English. It is all those means of the English language that if used as a communication tool of the international maritime community, ensure the safety of navigation and contribute to the comprehensive development of the maritime industry. An analysis of the standard of higher education in the specialty 271 Maritime and Inland Water Transport was conducted, which showed that the necessary skill is the readiness to communicate in oral and written forms in a foreign language to solve the tasks of professional activity and mastery of the English language in the amount necessary to fulfill one’s professional duties. Therefore, the purpose of this article is to study the main aspects of the formation of readiness for intercultural communication in English among future shipmasters at universities. Active methods of intercultural education are proposed for the formation of readiness for foreign language communication to solve the tasks of professional activity. It was concluded that these forms of training are necessary to increase the level of communication skills of future shipmasters.

Teamwork як інструмент розвитку іншомовної комунікації у немовних закладах вищої освіти

The article considers the main aspects of teamwork as a tool for the development of foreign language communication in non-linguistic higher education institutions. It has been proven that working in pairs contributes to the development of students’ communication skills, as they actively interact with each other, discuss problematic and controversial issues during the task. It is indicated that when working in a group, on the one hand, the student acquires social skills and qualities necessary for working in a team, and on the other hand, wider opportunities for personal self-expression open up to him. Working in a psychologically comfortable atmosphere within a small group that learns more easily overcomes the language barrier. It was concluded that the formation of foreign language communicative competence of non-linguistic university students is purposefully carried out in practical foreign language classes with the use of a wide range of methods and technologies aimed at the development of effective communication skills and abilities, which is the key to successful professional activity. It is indicated that the main advantages of group work are social interaction, a high degree of focus of the educational process on students, as well as educational autonomy. As a result of interaction in society, students can speak the language material they need to learn in the presence of other members of the group, which contributes to the formation of the discursive component of foreign language communicative competence to a greater extent than speaking about themselves during individual work. Due to the fact that in team work, the educational process is more focused on those who study, and they receive greater autonomy, they can be more creative in solving any educational tasks, because they feel less restricted in the environment of their teachers and freely express their ideas.

THE USE OF INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN FOREIGN LANGUAGE CLASSES AT THE UNIVERSITY

Purpose. The purpose of this article is to analyze innovative technologies used in foreign language classes and identify their advantages over traditional forms of education, as well as systematize their key features: practice-oriented nature, focus on joint activities of the teacher and the student, activation of the search, creative and research position of students. In the modern world, the ability to operate with lexical units and knowledge of grammatical rules are the basis for foreign language communication. Effective mastering of these skills is possible only through the use of innovative technologies in the classroom, which make it possible to enrich the content of learning, make it logical and interactive, as well as stimulate students’ interest in learning a language.
 Methodology. In the course of the research, such methods as analysis and generalization of scientific sources, verbal and communicative methods, pedagogical observation, study of program documentation and experiment were used.
 Results. The introduction of innovative technologies into the educational process contributes to the activation of students’ cognitive interest, the formation of foreign-language professional communicative competence at the university, as well as provides access to various information resources and various educational events.
 Practical implications. The results of the study can be applied to foreign language classes in many higher educational institutions to develop the intellectual and creative abilities of students, to increase the level of proficiency in a foreign language and stimulate interest in its further study.

Formation of Communication Skills in Primary School Students in Foreign Language Lessons in the New Ukrainian School

The article highlights the ways of implementing the competence approach in the process of teaching younger students the English language, it involves clarifying the content and results of learning, selecting effective methods, techniques, and forms of organizing educational interaction, updating the didactic and methodological support of the educational process, introducing new approaches to checking and evaluating the educational achievements of students. It has been determined that in the modern conditions of education reform in Ukraine, the formation of communicative competence of primary school students is gaining relevance, because the younger school age is extremely favorable for mastering communicative skills and abilities, since children of this age period, speech hearing and articulation are easily formed, they love to learn new words and stable expressions, master linguistic constructions, show interest and sensitivity to linguistic phenomena, strive for communication and quickly acquire speech experience. It has been proven that the didactic and methodical principles of the organization of competence-oriented teaching of foreign languages of elementary school students. The age characteristics and potential capabilities of elementary school students are outlined, the types and forms of educational activities are proposed and substantiated by the competence, communicative, person-oriented, and cultural approaches to learning, and the methods, forms, and methods of organizing the process of learning language material and the formation of foreign language communication skills are characterized; the specific tasks of the development of the educational process during the implementation of the Concept of the New Ukrainian School in general secondary education institutions are defined.

Personalized control in foreign language learning

The article considers personalized control as the basis for an individual development trajectory, an individual plan for improving foreign language communication skills. The tool for its implementation is individual success monitoring in foreign language learning followed by the analysis of test results with the participation of the teacher as a consultant, which makes it possible to identify the ways of overcoming existing problems in mastering a foreign language. The article analyzes the results of monitoring, conducted among students at the Institute of Philology and Intercultural Communication (Kazan Federal University), and concludes that further work should be done to determine the individual path of each student in eradicating their weak points. The decision-making remains with the students themselves; however, additional courses in the development of receptive skills may become a motivating factor, when the period of pseudo-passivity actually lays the foundation for improving communicative competence through the involuntary acquisition of foreign language vocabulary and grammar. Success in listening or reading comprehension, based on authentic texts, inspires confidence in further improvement of communicative competence and allows, through self-analysis and self-assessment, determining guidelines for each student’s progress in learning a foreign language.

Role of translation in teaching foreign lan-guages

Problem. Since people started communicating in different languages the various approaches and methods have been used throughout the history of language learning. During this time, there were and still are disputes regarding the most effective methods of teaching foreign languages. Such discussions include the choice between the classical grammar-translation method, which once prevailed in the methodology of teaching foreign languages, especially "dead" languages, the so-called "direct" method, which rejects the use of the native language, and the mediation method, which arose as the result of rethinking the formal and cultural goals of language learning. Mediation is analyzed as one of the most up-to-date method as it is not only a translation, but also a new formulation and summarization, which further emphasizes the ubiquitous nature of mediation in foreign language communication. In the perspective of multilingualism, mediation is considered as natural inter- and intra-lingual communication. Using the term mediation, the specific forms of which are translation and interpretation, the fact is emphasized that translation is a part of everyday, natural and spontaneous communication and corresponds to the desire for mutual understanding. Goal. The purpose of this article is to consider the evolution of the role of translation in the process of learning foreign languages since the beginning of this subject. Methodology. The purpose and specificity of the study determined the use of the method of description with elements of comparative analysis for a comprehensive coverage of the issue. Results. The article showed the stages of evolution in teaching translation which still have more than one approach and requires deep study. Originality. The is an analysis of the translation science development. Those whom this subject concerns may find it interesting to go deep into the history and follow the analysis of old and new practices in the subject. Practical value. Certain issues in the article can help the teachers organize the process of translation teaching in the class and as an individual students’ work.

THE USE OF VIDEO MATERIALS IN THE FORMATION OF LINGUOSOCIOCULTURAL COMPETENCE OF SENIOR SCHOOL LEARNERS

The article, based on the analysis of the latest scientific research of modern education, reflects the experience of using video materials, the role of innovative technologies in the field of education, and significant attention is paid to the formation of linguosociocultural competence. The authors of the article argue that the innovative technologies of education today reach a new level of actualization and improvement of mastery, the study of certain fields and sciences, as well as the possibility of gaining experience in work with the improvement of already acquired skills in various spheres of activity. 
 The authors emphasize that modern programs provide an opportunity not only to promote the effective development and learning of a foreign language but also to monitor the performance of tasks, and to develop training exercises that are individually suitable for each learner. 
 The article determines the methods of improvement and preparation for the formation of linguosociocultural competence and the role of using video materials, which are selected for each learner, as well as methods of control over the performance of tasks and practices by intercultural communication. 
 When using various video materials in the field of education, there is an increase in motivation to learn a foreign language and the possibility of individualizing the educational process, which gives the results of quality education, a creative approach to optimal conditions for completing tasks, and gradual steps for learning a foreign language.
 A separate component should be the pedagogical interaction between the teacher and the learner, which ensures the creation of optimal conditions for the free use of educational materials and teaching practices, and the exchange of experience between the teacher and the learner. Since the foreign language environment becomes an integral part of the life of every person who studies a foreign language, the importance of foreign language communication between representatives of other peoples and cultures should be noted.
 The authors single out the ideas which deserve the implementation of video materials in the field of education, the study of the latest technologies that we receive every year, as well as the formation of liguosociocultural competence.
 The article highlights the problems that may arise when using video materials in the educational process, educational materials and combining them into one whole database that is convenient for learners, as well as the implementation of the educational process taking into account the state of war in Ukraine. 
 The components of linguosociocultural competence, the stages of its formation in senior school learners, exercises that will contribute to its formation when using video materials are considered.

About Discipline “Scientific Communication in Foreign Language” in Postgraduate Studies

Purpose of research. Nowadays the ability to implement scientific communication in a foreign language is an indicator of university teacher`s professional competence. This determines the relevance of the inclusion of the discipline "Scientific communication in a foreign language" into the curricula of postgraduate studies. The purpose of the research is to determine the role of this discipline regarding postgraduate students` preparation to scientific research.Methods. As a methodological basis, the authors apply the communicative approach involving postgraduate students in oral and written communication in the foreign language. The authors consider the formation of foreign language communicative competence taking into account general methodological principles of foreign language teaching.Results. The results of the research reveal the importance of mastering foreign language skills both in oral and written scientific communication in the context of publishing activities, presentation of research results and participation in scientific conferences. It is noted that knowledge of professional terminology in a foreign language increases the competitiveness of a specialist. The importance of communicative practice is specially noted. The annual round table of postgraduate students "Modern world trends in the development of science and technology" is described as an opportunity to practice public speech in a foreign language.Conclusion. The authors have come to the conclusion that the discipline "Scientific communication in a foreign language" forms the competence of a researcher dealing with the following activities: preparation for publication in a foreign scientific journal; participation in scientific conferences, use of a foreign language in teaching.

Investigating Teachers’ Opinions On the Competences In Curriculum

The aim of this study is to investigate the opinions of secondary school teachers about the acquisition of eight key competences in the curriculum. In accordance with this aim, it was analyzed whether there was a significant difference between the opinions of teachers in terms of gender, seniority, educational level and subject variables. The descriptive survey method, one of the quantitative research designs, was used in the research. The sample, consisted of 444 secondary school teachers lectured at the official secondary schools in the 2021-2022 academic year, was selected by convenient sampling method. The five-point Likert-type scale based on competences developed by the researchers was used as the data collection tool. The data obtained were analyzed with descriptive statistics, t-test, One-Way ANOVA and Post Hoc tests by SPSS 21.0 package program. Findings showed that there was no statistically significant difference between the teachers' opinions in terms of seniority and educational level. On the other hand, there was a significant difference about “social and civic competences” related to gender variable in favor of males. Also a significant difference in terms of subject variable was found between the teachers’ opinions about “communication in foreign languages” competence. Based on these results, implications were listed to the stakeholders of education and researchers.

Development of NUS key competencies through game activities in primary school

Game activity as one of the effective teaching methods plays an important role in the formation of key competencies of primary school students. The article identifies and systematizes the peculiarities of the development of key competencies of primary school students through the use of game activities in physical education lessons. The competence-based approach to the implementation of the key reform of schooling «New Ukrainian School» through the formation of key competencies is indicated: communication in the state language; communication in foreign languages; mathematical competence; basic competencies in natural sciences and technologies; information and digital competence; lifelong learning skills; initiative and entrepreneurship; social and civic competence; cultural awareness and expression; environmental literacy and healthy lifestyle. Different approaches to the formation of key competencies of junior schoolchildren in physical education lessons through game activities are revealed. The game competence is characterized as the ability of a child to understand, create and participate in various games, which includes physical activity, joint interaction with peers, development of strategic and tactical thinking during the game, as well as the ability to follow the rules of the game and sports ethics. Further elaboration of the problem of developing students' key competencies through game activities is emphasized.

Conditions for the Formation of Foreign Language Communicative Competence of Technical Specialty Students in the Process of Studying a Foreign Language in Higher Educational Institutions

This article is devoted to the problem of determining the conditions for the formation of foreign language communicative competence of students of technical specialties in the process of learning a foreign language in higher education institutions (hereinafter – HEI). The purpose of the article is to characterize the conditions for the formation of foreign language communicative competence of students of technical specialties in the process of learning a foreign language in a HEI and to reveal the methodological features of ensuring these conditions in practice. To conduct this study, the following research methods were used: analysis of psychological, pedagogical and methodological literature, systematization and generalization of different views on the formation of foreign language communicative competence of technical students in the process of learning a foreign language in a HEI. Results. The article gives a brief description of the concept of «foreign language communicative competence», shows the need for the formation and improvement of foreign language communicative competence in the process of training students of technical specialties in the totality of its components. Based on the analysis of scientific research, which examines different approaches of foreign and Ukrainian researchers in determining the content and conditions for the formation of foreign language communicative competence, the conditions for the formation of foreign language competence of students of technical specialties were characterized and methodological features of their provision in practice were revealed. These conditions are: the continuity of foreign language training at HEIs, which takes into account the multi-level structure of professional training at HEIs (bachelor-master); the professional-practical orientation of foreign language learning for students of technical specialties within the framework of cognitive, activity and emotional-value components of professional training; a combination of competence (target component), communicative (methodical component) and personal-oriented (emotional-value component) approaches to the organization of the process of foreign language training of students of technical specialties; ensuring the information and content coordination of the educational discipline «Foreign language» with the educational disciplines of general professional and professional training; the use of group and individual-group methods of organization of learning, interactive learning methods, adequate to the activity component of the content of foreign language learning and emotional and value attitude to the profession in foreign language classes; the use of strategies for learning a foreign language in order to determine the individual trajectory of the student's educational development, ensuring the possibility of independently choosing the sequence and depth of studying the material. Conclusions. The author makes a conclusion that the implementation of the competency-based approach is becoming a factor in supporting a single educational, professional qualification, cultural and value space, a factor in Ukraine's integration into the global educational space, which opens up wide access to the educational space of the world community for modern Ukrainian students, and makes the problems of teaching foreign languages at a qualitatively new level extremely relevant and requiring detailed research.

FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY IN RUSSIA: IMPLEMENTATION EXPERIENCE AND DEVELOPMENT PROSPECTS

The article discusses the experience of organizing foreign language education in a non-linguistic Russian university. The author draws attention to the signifi cance of the influence of current socio-economic, political, methodological and individual factors on the pedagogical system under study. Key factors include integration processes, social and academic mobility, digitalization of various spheres of life, and the demand for English in society. The key changes in its structural components are described: target, content and technological. There is a differentiation of the goals of foreign language education at the bachelor’s and specialty/master’s levels, which require not only mastering the ability for oral and written foreign language communication, but also the ability to apply modern communication technologies in the target language. The modern educational space, which predetermines greater subjectivity of the student, and a clearer differentiation of goals and results determine the task of studying the claims, expectations and needs of foreign language students in a non-linguistic university, as well as updating the content of foreign language education in order to ensure that students can acquire personal experience in their future professional fi eld , and life activity in general. One of the innovative tasks of university foreign language teachers is the design and implementation of an interactive innovative educational environment. At the same time, it is necessary to recognize the need to study the didactic possibilities of interaction in the educational process with artifi cial intelligence. The results of the analysis of the presented experience made it possible to identify the specifi cs of the current state of the foreign language education system in a non-linguistic university and to identify promising directions for its further study in order to fi nd effective ways of management and timely transformation.

Technology of improving foreign language communication skills of master’s students majoring natural and technical sciences

The rapid development of the Internet, as well as the digitalization of almost all spheres of human life, marked the transition from an industrial to an information-technogenic society, as predicted by futurologists in the middle of the last century. The growth of the information and technological space and the intensification of production electronization put forward increased requirements for the training of specialists in the natural sciences and technical profiles, primarily engineers. The given study is focused on the actual problem of improving foreign language skills of Master’s students at Moscow Institute of Physics and Technology that participates in the federal project «Advanced Engineering Schools». Despite the fact that this project is aimed at training highly qualified personnel for the exclusively Russian economy, it seems that it could be further developed within the scientific and professional cooperation between Russia and the BRICS and SCO states, which is impossible without a sufficiently high level of foreign language. As a result, we have identified the advantages of a communicative approach in linguodidactics (orientation to the practical component of the educational content, motivation for communication, maximum development of thinking skills, etc.). Besides, we have established the requirements for exercises aimed at developing students' communication skills, intellectual and cognitive abilities, and forming stable positive motivation to master a foreign language for professional, research, and teaching activities.

THE PROBLEM OF OVERCOMING LANGUAGE BARRIERS BY STUDENTS OF NON-LINGUISTIC SPECIALTIES

The article presents studies of barriers to learning a foreign language and possible ways to overcome them. The relevance of the problem is proven by the analysis of modern processes of globalization and their influence on the demands placed on future specialists. An analysis of psychological-pedagogical and scientific-methodical literary sources of domestic and foreign authors, who studied various aspects of the emergence and overcoming of foreign-language barriers in the educational process of modern higher education institutions, was carried out. The purpose of the article is to analyze the barriers that arise when learning a foreign language and to determine ways to overcome them in the conditions of modern institutions of higher education. The content of the concept of psychological barrier in the context of learning a foreign language is specified. Having considered the available definitions of barriers in learning a foreign language, the authors state that the barrier in foreign language communication is an internal obstacle of a psychological nature that prevents the successful implementation of a certain activity. The article is devoted to the problem of overcoming language barriers by students of non-linguistic specialties when learning foreign languages. It is emphasized that the elimination of language barriers is the main a condition for optimizing the teaching of foreign languages in a technical university. The main causes of communication failures. Recommendations are given for organizing the educational process in foreign languages taking into account the language barrier factor.