Content Of Foreign-language Education Research Articles

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.

INTERLINGUAL AND INTERCULTURAL COMMUNICATION IN THE EDUCATION OF MODERN GERMANISTS

The article is devoted to interlingual and intercultural communication in the training of specialists in Germanic philology. The relevance of the research is conditioned by the search for effective ways of training modern professionals in the field of Germanic Studies. The aim of the article is to substantiate the necessity of revising the content of foreign language education with a focus on linguistics and intercultural communication. Intercultural communication is interpreted as a complete mutual understanding between two participants in a communication act who belong to different national cultures. The authors point out that in intercultural communication, it is not the culture that comes into contact, but the person who is the representative and mediator of intercultural interaction, i.e. intercultural communication is the relationship that develops between people from different cultures in situations of language interaction. Cultural competence is considered to be the most important element of communicative competence necessary for cultural dialogue, which means tolerance in all situations of communication, the ability to choose the right tone in communicating with representatives of other cultures, appropriate communication strategies and forms of self-presentation. The authors considered the condition of effective intercultural communication from linguistic and extralinguistic points of view. The article concludes that it is necessary to jointly study language as a system of symbols and a tool for communication and culture as a system of values, worldview and behavior of native speakers. The authors of the article suggest introducing such disciplines as «Linguocultural studies» and «Ethnolinguistics» into the curriculum of Germanist training. It is proposed to use macrosociological, microsociological, anthropological, tourism, and educational approaches in the teaching of these disciplines.

Foreign language education and value formation of a personality: Analysis of contemporary trends and developments (review)

Introduction. The article considers personal development through intercultural communication. The purpose of the study is to analyze and summarize approaches to researching the content of foreign language education with the main focus on the value formation of a personality. Materials and Methods. The research methodology comprises a comparative analysis and generalization of research interpretations and methodological approaches to intercultural language teaching and learning. The study follows the basic principles of philosophy of education, which considers education in its value, system, procedural and productive characteristics, taking into account the interdisciplinary factors of the development of the education system. The comparative analysis is based on scholarly literature on the problem in the fields of philosophy and history of education, linguistics, cultural and education studies. Results. The authors reveal the modern dimension in studying the content of foreign language education with the main focus on the value-based formation of a personality in the following main contexts: (1) foreign language education as a holistic process of teaching and learning and moral education; (2) foreign language education as an integrated process of developing a linguistic personality capable of dialogue and communication; (3) foreign language education as an integrated process of learning world culture. Conclusions. In conclusion, the authors summarize the main content of foreign language education with an emphasis on value formation of a personality.

Профессиональный компонент содержания иноязычного обучения студентов архитектурного направления подготовки

The study aims to identify the speech skills and speech genres that make up the professional component of the content of architecture students’ foreign language training, taking into account the analysis of the requirements outlined in the professional standard “The Architect”. The paper considers an integrative cross-cultural professionally oriented approach and content and language integrated learning as fundamental approaches to teaching a professional foreign language and selecting teaching content, which include the following components of the content of foreign language education: professional, foreign-language communicative, cross-cultural. The researcher identifies the principles for the selection of the content of professional foreign language training, i.e. correspondence to the education programme specialisation and to the requirements of the labour market, the genre principle of selecting authentic texts as educational material, the topical nature of educational tasks, cooperation of teachers of foreign languages and vocation-related subjects when selecting teaching content. By analysing the professional standard, the paper identifies job functions of an architect, which require the formation of UK-4 (a transferable skill) among university graduates, and the corresponding speech skills, the main speech genres that are a part of architectural institutional discourse. Scientific novelty of the study lies in determining the professional component of architecture students’ foreign language training. As a result, speech skills and speech genres the acquisition of which will allow students to generate written and oral institutional architectural discourse have been identified.

Учет национального образовательного опыта учащихся при построении процесса обучения РКИ

The article discusses the features and content of foreign language education. The article examines the Eastern tradition of education in order to identify the difficulties of adapting students-representatives of the Eastern educational culture in the new academic environment. The role of the studied language and its teaching methods in the process of adaptation to new learning conditions is determined. A number of methodological actions are proposed to speed up and facilitate the understanding and acceptance of a new model of foreign language learning for speakers of a different culture. Special attention is paid to the formation of students’ subjective motivation and their interest in the results of new knowledge and self-development.

Отбор содержания по иностранному языку для студентов колледжей сферы туризма (дискурсивный подход)

The purpose of the study is to develop a technology for selecting the content of the discipline "Foreign Language" for college students in the field of tourism, based on authentic educational material and a recurrent approach to foreign language learning. The research methodology is based on axiological, competence-based, text-centric and discursive approaches with the leading role of content analysis of authentic literature. The scientific novelty lies in the development and description of the stages of pedagogical recurrent discursive technology of foreign language education of students in the field of tourism. As a result of the research, a model of selecting the content of foreign language education for students was created and a recurrent discursive technology of foreign language education for future specialists in the field of tourism was presented.

Содержание обучения межкультурному взаимодействию юристов в аспирантуре средствами английского языка

The article is devoted to the problem of education content that is significant for modern pedagogical theory. It is written using teaching English to postgraduate students at Saratov State Law Academy as an example. A foreign language for postgraduate students in higher education institutions has always been associated with the postgraduate students’ major in which they carried out scientific research. However, during the last decade, postgraduate studies have become the third level of higher education, and postgraduate students, who complete the course of study, receive a comprehensive qualification “Researcher. Teacher-researcher”. Therefore, the content of foreign language education should be expanded due to the need for postgraduate students to acquire knowledge, habits and professional communication skills not only in the field of legal specialization, but also in the sphere of pedagogical activity. At the same time, the presence of general legal terms and terminological systems belonging to various branches of law and expressing special systems of theoretical concepts suggests the need to include even more sections in the syllabi. All the three areas involve teaching a foreign language in the context of cross-cultural communication for mastering universal competencies specified in the Federal State Educational Standard of Higher Education in the direction of training 40.06.01 – Law (the level of training highly qualified specialists).

К ВОПРОСУ ОБ АКТУАЛИЗАЦИИ СОДЕРЖАНИЯ ИНОЯЗЫЧНОЙ ПОДГОТОВКИ ОБУЧАЮЩИХСЯ МАГИСТРАТУРЫ

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.

Принципы отбора и организации содержания эмоционально ценностного компонента иноязычного образования

Today, the issue of developing the principles of selection and organization of the content of the emotional component of foreign-language education, which can change the value preferences not only of the individual, but also of society, is becoming urgent. The leading approach to research in this article is axiological (emotion- and value-based). The culturological nature of foreign-language education is closely related to the educational process's value foundations, which emphasize innovative aspects of linguodidactics. The inclusion of cultural values in the foreign-language educational process contributes to the development of students' value orientations, as well as their emotional and volitional sphere. The logic of the presentation of the material in the article suggests solving a number of interrelated tasks: to describe private methodological principles of selecting the content for this component, to present the principles of its organization, to describe the holistic system of selection and organization of the content of the emotional component of foreign language education in secondary school. The described principles of selecting the content of the component in question are focused on the motivational personal aspects and value-based senses of foreign-language education, and are aimed at achieving its personal results. These are the principles of holistic reflection in the content of foreign-language education of the objectives for a harmonious development of personality and formation of a student's basic culture, emotional significance of the content of speech material, its problematic nature, relevance of the complexity of the content to learners' actual learning opportunities, individualization. To give the component the ability to work in any conditions of the foreign-language educational process, its sub-components should be built in accordance with the principles of functional systems organization: actualization of characteristics aimed at achieving the goal of the system; neutralization of dysfunctions in the process; concentration of actualized functions of all sub-components to obtain the result while giving them some lability to ensure the dynamism of the system. The principles of selection and organization of the content of the emotional component are presented as a hierarchical whole. It has a specific composition and contains the description of their functioning, the key function, and the functioning environment. This system requires an activity component of foreign-language education that is adequate to the content of the emotional component. Its characteristics will be presented in the authors' further studies.

Stages and trends in the development of foreign language education in the context of future teachers' training

It is generally accepted in the scientific discourse that the existing system of foreign language education is the result of its long historical development, therefore, the analysis and generalization of the historical experience of this industry is necessary during the modernization of modern humanitarian education in Ukraine. The analysis of historical, social, cultural and, pedagogical conditions and factors that led to changes in the purpose, tasks and, the content of foreign-language education in Ukraine made it possible to determine three stages of the development of foreign language education in the context of future physical education teachers‟ preparation at pedagogical universities in Ukraine from the middle of the ХХ to the beginning of the ХХІ century. The first stage (1950-1960) is the stage of forming the general scientific interest in the phenomenon of foreign- language education. The second stage (1970-1980) is foreign language education in the conditions of higher education reform. The third stage (1990-2018) is the stage of sustainable development of foreign language education in the conditions of integration into the European educational space. The historiographic analysis made it possible to determine the interdisciplinary essence of foreign language education, which is that: learning of any non-native language has to be accompanied by studying the culture of the people, which develops the ability to understand world culture as a whole, forms the ability to navigate in a modern multicultural and information society.

Content of Foreign Language Education in the Higher Education System of Non-Linguistic Profile

Content of Foreign Language Education in the Higher Education System of Non-Linguistic Profile

Content of foreign language education in the primary school of Poland

Content of foreign language education in the primary school of Poland

Model of the Emotionally-Valuable Component of the Content of Foreign Language Education in Middle School

The purpose of this article is to present an invariant of the basic model of the emotionally-valuable component (EVC) of the content of school foreign language (FL) education for its second stage (forms 5-7). Methods of theoretical analysis (systemic-structural, organizational, functional, comparative, typological) as well as designing and modelling were used. The basic model of the EVC of the content of school FL education is presented. Then it is adapted to the conditions of teaching FL at the middle stage of a comprehensive school. It allows to implement the EVC of the content of FL education at this stage and make another step in a pupil’s formation as a multicultural linguistic personality.

MODEL OF EMOTIONALLY-VALUABLE COMPONENT OF THE CONTENT OF ELEMENTARY FOREIGN LANGUAGE EDUCATION

Introduction. The component structure of the content of modern foreign language education involves the inclusion of the emotionally-valuable component (EVC), the main purpose of which is the formation of students’ axiological attitude to educational material and the world around them; the acquisition of individual system of national and universal values. The process of implementing the EVC of the content of foreign language education involves the construction of its models at all levels of school foreign language education. The aim of this article is to present the invariant of the model which enables to make a selection of foreign texts of emotionally-valuable contents at the junior stage of foreign language education. Methodology and research methods. The methods of theoretical analysis (systemic-structural, organizational, functional, comparative, typological) were used in order to define basic theoretical and methodological concepts of the research. When projecting the model of the EVC of the content of foreign language education, adapted to the conditions of teaching foreign languages in elementary school, methods of designing and modelling were used. Scientific novelty and results. In the article the subcomponent structure of the EVC of the content of foreign language education is presented. It was proved that all the system subcomponents of the EVC are functional, and each of them has its own special role in elementary foreign language education. The concept of a foreign language text of emotionally-valuable contents is proposed. The choice of the form of such texts, and also the selection of an emotionally-valuable technique of work with, including conditions, means and methods, allowed us to design the invariant of the model of the EVC of the content of elementary foreign language education. Practical significance. The research materials can be useful in implementing scientifically-based selection of speech material within the discipline “Foreign Language” and the development of adequate techniques of working with texts of emotionally-valuable contents in primary school.

MODELING OF PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION (BY THE EXAMPLE OF AGROBUSINESS AREA)

The paper is aimed to discuss the notion of model and modeling in training professional foreign language the students majoring in agrarian domain. As the foreign language education has to be focused on the development of communication skills and be directed towards the profession in working out the curriculum of any major, it is necessary to develop the speaking skills for professional communication in the field of (English for Specific Purposes) ESP training. Therefore the professionally-oriented tasks develop students’ language skills and they are the simplest way of getting learners involved into the future professional process via realizing the modeling of professionally-oriented situations. Analysis and literature review of scholars studying model, its types, features and application in communication were discussed in the paper. Taking into account the approach as being a learning strategy and the general direction in learning a foreign language, it should be mentioned in dealing with modeling. So some modeling approaches as system, competence-based and cognitive-communicative were also presented in the work. The content of professional foreign language education is also mentioned which is considered to be one of the most important components in competence-based approach of educational process. The content of foreign language education is studied in two aspects: subject and processual. The characteristic feature of the subject content is a cognitive-linguocultural complex. The processual aspect consists of communicative tasks, exercises and problems, collection of typical situations, case-studies, creative essays and etc. Every aspect with a practical example of modeling professional foreign language communication is described in the paper.

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The article considers the system of general didactic, specifi c principles and criteria for the selection of the content of the emotional-value component (EVC) of the content of foreign language education. It is intended to facilitate the formation and development of students� motivational and value orientations, emotional-volitional relationship and personal universal educational actions (UEA). In the description of the principles of selection of the content of foreign language education we have identifi ed information that is associated with the accentuation of individual (emotional-value and volitional) aspects of students� perceiving diff erent linguistic culture and their experience in it. The system of principles and criteria for the selection of the content of EVC is the basis of the achievement of the objectives of modern foreign language education, ensuring the priority of its moral component. The backbone principle, performing the integrating and coordinating functions of the system, is the principle of conformity of the content of education (CE) to the requirements of the society, science, culture and personality development.

CONCEPTUAL BASIS OF PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TRAINING OF FUTURE SPECIALISTS IN APPLIED MECHANICS

The article deals with the problem of definition of the notion of “professionally oriented foreign language training of future specialists in applied mechanics”, particularly, it reveals the differentiation of the notions of “foreign language training”, “foreign language education” and “teaching foreign languages”, determines the purpose and the content of foreign language education and teaching foreign languages and the peculiarities of foreign language education of future specialists in applied mechanics. Integration into European educational space caused the changes in the Ukrainian educational market including professional training of future specialists in applied mechanics who should be able to adapt to multicultural, multilingual environment for the realization of personal and professional needs. The concept of professionally oriented foreign language training is analyzed and defined by scientists as a process of teaching foreign languages oriented to the formation of foreign language professional competence for solving professional tasks in their sphere. The key factors of professionally oriented foreign language training of future specialists in applied mechanics (cognitive and informational, linguistic, professional, psycholinguistic, content and structural) are introduced in the paper. The leading role of foreign language education consists in effective communication, cultural awareness, ability to work and adapt to multilingual and multicultural teams and high level of communication competence, which are considered as the key requirements of the recruitment strategies of employers.

Formation of Students’ Emotional-valuable Relations in Foreign Language Education

The relevance of the research problem is due to the fact that in foreign language education one-sidedness is viewed, because there is no fixed experience of emotional-valuable relations. As a consequence, their implementation in foreign language education occurs randomly and intuitively. The purpose of the article is to carry out the selection of elements contributing to the formation of students’ emotional-valuable relations. The leading approach to the investigation is modelling. The article presents a selection of elements in the content of foreign language education, contributing to the formation of students᾿ emotional-valuable the experience. It is revealed that their joint modelling and functioning allows to achieve the goal of forming a free, developed, educated person that holds the key competencies, man of culture, its creator. The model of formation of students’ emotional-valuable relations in foreign language education is introduced. The article can be useful for training foreign language teachers in order to make the learning process on the subject student-oriented, and the content of foreign language education - emotional-valuable.