Development Of Language Competence Research Articles

A TEACHER “ON A SMARTPHONE” OR MOBILE APPLICATIONS AS AN INNOVATIVE TOOL FOR LEARNING UKRAINIAN AS A FOREIGN LANGUAGE

The application of collective teaching methods leads to the development of language and conversational competence and directs to the creating a stable motivation to learn the Ukrainian language in a foreign language audience. The article considers the possibilities of using a collective method as a means of activating language and speech activity in the process of teaching Ukrainian to high-competence Polish students. It was analyzed the current state of the problem, and characterized modern collective game-like teaching technologies, which play a significant role in the process of effective learning of Ukrainian as a foreign language by means of professional language, and help to achieve the level of free foreign language communication in professional process. The purpose of the tasks and their impact on the development of the student’s personality and increase his level of knowledge were highlighted in the manuscript. The most effective for foreign (Polish) student audience training exercises for collective performance were analyzed, and features and the benefit of their application in the educational process were indicated. The expediency of using of collective game-like tasks for deepening and mastering the terminology of museology in classes with foreigners was analyzed. The examples of non-standard games aimed the developing students’ skills in analyzing and solving everyday situations were offered. The application of collective game-like teaching methods increases the efficiency of students’ learning, enriches the change of the educational process, enhances the motivation to learn the Ukrainian language, makes impossible the domination of participants in the educational process, creates conditions for closer cooperation between teachers and foreign language authorization. Key words: terminology of museology, Ukrainian language as a foreign language, collective method of teaching, high competence, exercise, game.

Mechanisms of formation of speech skills on the basis of media technologies

The expansion of the socio-economic and cultural cooperation of the countries in the world is increasing the interest, need and desire to learn foreign languages, especially English. In the educational system of developed countries, special attention is paid to learning English in accelerated ways from the school period. The development of students' language and speech competences on the basis of media technologies is becoming an urgent issue in teaching English in general education schools. Especially for A1 levels, it has become a priority to acquire the linguistic competence noted in the content of English language teaching and to develop the ability to use it in speech communication. The experience of world countries shows the need to create and improve teaching methods based on the development of lexical competence in teaching English to students.

The significance of foreign language Geography teaching in the dual language secondary school programmes of the Northern Great Plain region

Dual language education has been present in numerous institutions across the Northern Great Plain region of Hungary. Educational centres across the region have been running dual language programmes in secondary grammar schools and vocational schools for decades. As regional centre and traditional educational hub, Debrecen is also represented by a number of schools offering international programmes. Although recent socioeconomic and education policy changes have forced schools for constant renewal, bilingualism in educational programmes managed to remain popular, partly due to the achievements of foreign language subject teaching. Through the alignment of subject-specific content and the development of language competence, this form of education effectively contributes to the improvement of students’ language skills, shapes their mindset and expands their further education and increases their market value as potential workforce. This study will explore the role and impact of foreign language Geography teaching across the secondary schools of the Northern Great Plain region through the lens of teaching and educational research, by discussing some of the relevant regional findings of a broader PhD dissertation (including school visits, final exam results and a recent nationwide teacher survey). Research findings prove that Geography has been a popular subject choice to be taught in foreign languages: it has been present in the majority of the 15 dual language secondary schools of the region, it has been playing an important role in vocational school programmes and it has been chosen as final exam subject by nearly 1,000 candidates.

The Development of English Language Competencies in Higher Education in the Context of Media and Informational Literacy

The Development of English Language Competencies in Higher Education in the Context of Media and Informational Literacy

Enhancing German language learning through interactive tools

This article explores the utilization of interactive tools in the creation of interactive exercises for German language lessons and the assessment of learners' performance. The concept of didacticization, which involves adapting educational materials and authentic texts, is examined in detail. The article outlines the essential steps for didacticizing authentic texts and provides examples of how digital tools can be employed to accomplish this task, thereby facilitating their integration into the educational process. The primary objectives of employing these tools are to foster language competence development and evaluate the attainment of learning outcomes. The study establishes that the utilization of mobile applications and Web 2.0 interactive tools effectively organizes students' work both within and outside the classroom, leading to the enhancement and refinement of their language competence.

Using Interactive Language Development Tools to Enhance Cognitive and Literacy Skills in K-12 Education

The incorporation of interactive language technologies, such as ChatGPT, into K-12 education has sparked interest as a way to improve language acquisition and cognitive development. This qualitative study investigates the perspectives and experiences of educators enrolled in the Advanced Teaching MEd program who have implemented ChatGPT in their language classes. The study investigates the influence of ChatGPT on language competence, cognitive skills, and literacy development using educator interviews, classroom observations, and a comprehensive literature analysis. The findings underscore ChatGPT's dynamic and interactive nature, which encourages active involvement, knowledge production, and tailored support in the zone of proximal growth. Furthermore, the study demonstrates how ChatGPT improves language proficiency by offering authentic language experiences, timely feedback, and exposure to a variety of linguistic structures. ChatGPT integration helps students become confident communicators and teachers construct dynamic classes that adapt to specific learning needs. Future research should look at the long-term impact of interactive language tools, the importance of teacher training, and the cultural and socioeconomic aspects that influence their use and efficacy. This work adds to the continuing efforts to improve language learning outcomes in K-12 education by increasing our understanding of how interactive language tools can boost cognitive development and language competency.

Subject-related communicative language competence: Exploring future information technology specialists' learning and teaching

The need for IT professionals with fluency in foreign languages becomes increasingly critical as the Kazakhstani government implements steps to foster IT innovation. However, there are structural, geographical and professional imbalances in the interaction of supply and demand for IT professionals who can speak a foreign language in the modern labour market which is the main problem that is currently hindering the growth of the IT sector in Kazakhstan. The aim of this study was to assess the development of subject communicative language competencies (a) in linguistic or grammatical ability and (b) in discourse ability in first-year students for the proposed author's innovative learning technique in the educational process as well as the appropriate technological and systematic procedures. A mixed-research method was used in this study. The study involved 365 learners in the "Informatics" direction at the International University of Information Technologies in Almaty, Kazakhstan during the school year 2021-2022. According to the findings, the experiment participants did not develop subject-related communicative language competencies. The results show that the degree of capability formation is not satisfactory. 52.8% is the basic level, 41.6% is the production point and only 5.8% is the high level. Positive dynamics shaping learners' subject-related language communication competencies were identified as a result of the implementation of innovative techniques. This paper contributes to the research on teaching IT students in developing countries and highlights the most important factors that contribute to improve the level of subject-related communicative language competencies of IT students.

Texts and contexts: Linguistic landscapes, graffiti, film, and literature in L2 classes

AbstractGiven that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students’ development of second language (L2) competence grounded in an awareness of the symbolic construction of language and culture as well as “tolerance for ambiguity” (Kramsch, 2006), students must create with L2, rather than just reproduce what they have learned. After briefly outlining changing conceptions of language competency, this paper first describes how public uses of language and images through signs and graffiti make up a given place's linguistic landscape (LL), defines an evolving concept, and illustrates how it can be effectively used in L2 instruction. Then it highlights how a variety of LL‐based activities help language learners become cognizant of their own sociolinguistic contexts and provides concrete examples from intermediate to advanced‐level classes in two distinctly different German programs. The different approaches encourage students to combine LL‐based activities with visual, literary, and film analysis to develop symbolic competencies that prepare them to negotiate unpredictable and diverse cultural norms.

The Impact of Images in Enhancing the ESL Vocabulary Breadth of Malaysian Year 4 Students

The role of ESL vocabulary plays in language competence and literacy development is increasingly prevalent in language acquisition studies, especially so within the domain of second language acquisition research. In Malaysia, generally, the young learners face difficulties in their learning is due to their scarce vocabulary knowledge. This quasi-experimental study scrutinizes how the employment of images in Malaysian primary school level ESL classrooms via the adapted Picture Word Inductive Model (PWIM) effects on students’ ESL vocabulary breadth development. Both the experimental group (n=35) and control group (n=35) consisted of Malaysian national primary school Year 4 pupils. The vocabulary recall and retention of the two intact groups were collated. The data of the two groups were collected from pre-tests, post-tests, and delayed post-tests. These collected data were statistically analysed and assessed. The analysis shown that the Experimental group demonstrated higher recall and retention implying the efficacy of PWIM in enhancing the ESL vocabulary breadth knowledge recall and retention among Malaysian young learners. This study and its findings are of significance to shed light on the development of the ESL vocabulary research. Besides, there is a dearth of thorough study pertinent to the use of images for language learning, especially for the Malaysian primary level 2.

WORK WITH REFERENCE SOURCES AS A COMPONENT OF THE PROFESSIONAL TRAINING OF FUTURE PHILOLOGISTS

The ability to use reference literature is an important component of the professional training of future philologists. Independent work on the Ukrainian language should instill in future specialists the ability to systematically supplement their knowledge, quickly and creatively navigate new information. Working with dictionaries and other sources of information contributes to the development of conviction in the correctness of grammatical forms, helps the teacher deepen the speaking skills and capabilities of students. The purpose of the article is to describe the methods of working with reference literature in the context of the formation of language and speech competences of philology students. This study used observational, descriptive, and generalization methods. In higher education institutions with the introduction of interactive methods in the teaching of linguistic disciplines, the student is at the center of the learning process, his opinion is treated with respect, and he is encouraged to be active. By forming lexicological and grammatical competences, the ability to edit texts, future philologists improve their sense of language, develop skills of conviction in the appropriate use of a word, turning to dictionaries to find out its meaning or correct grammatical form. The article draws attention to the importance of working with reference sources for the formation of professional competences of philologists. Different ways of using dictionaries and other reference information at different stages of classes during the development of language and speech competences of philology students are described. Working with a dictionary is effective if students are able to freely select language units that correspond to the speech intention. Working with reference literature teaches self-education, contributes to the formation of conviction in the reliability of facts. The formation of the need to use dictionaries is the result of the professional training of philology students, because the ability to search, process and analyze information from various sources is developed throughout the entire period of study.
 Keywords: reference sources; word meaning; dictionary article; lexicological; grammatical; speech competences; morpheme structure; morpheme analysis.

Language Competence as a Basis for Improving the Quality of Teaching of Younger Schoolchildren in the National-Russian Educational Environment

The article discusses issues related to the formation of language competence of younger schoolchildren studying in the conditions of national-Russian bilingualism. The problems of teaching and mental development of younger schoolchildren in the conditions of bilingualism are currently gaining special importance. The aggravated tendencies of assimilation of some ethnic groups by others lead to the loss of national traditions, culture, and language.Russia is a multinational country, it has always been characterized by migration processes, active cultural penetration of some ethnic groups into others. The Republic of RSO-Alania is also multinational and is also subject to all these phenomena. Conflicts and socio-economic crises occurring in the CIS countries and Russia lead to the appearance of migrants. The problems of introducing migrants to the culture, including the language, of the community in which they are forced to live, are particularly relevant.One of the problems of bilingualism is its impact on the development of language competence of students in relation to the second language, especially since migrant children are forced to study in a second, non-native language for them. The lack of formation of speech competence entails school failure (L.V. Yassman). In his research, V.P. Yassman proves that with the development of speech competence, the active intellectual development of the child also occurs. Thus, language competence is one of the conditions not only for the successful education of a migrant child at school, but also for positive socialization in society.

The Role of Digital Technologies in Building Foreign Language Competencies of Future Specialists

Teaching and learning in the higher education environment are being fundamentally transformed by digital technologies, and the pace of technological change is aggravating the problem. The global changes caused all higher education environments to move away from traditional teaching and learning that simply no longer adapt to the challenges of a rapidly changing educational environment. This also applies to learning a foreign language. Therefore, the aim of the study was to determine the role of digital technologies in the educational process when building students’ foreign language competencies. The aim was achieved by using the methods of testing, survey, observation and expert evaluation. Statistical methods of analysis were used to interpret the obtained results. The results of the study gave groundsto state that the use of digital technologies when studying a foreign language has a positive effect compared to the results of the control group who studied according to the traditional programme. It was also determined that the students of the control group highly appreciated the usefulness of technology and also noted that the teachers’ support in the learning process is an important factor for successful learning of the material. The novelty of the research is that it was conducted in the conditions ofoffline learning and analysed how it is possible to more effectively stimulate the development of foreign language competencies with the help of digital technologies. The development of a programme using digital technologies to improve the communication skills of foreign language students can become a promising research direction.

Case development technology for the development of English competence in dialogical speech of future English teachers

The article examines the concept of case study technology and its impact on the development of English language competence in the dialogical speech of future English language teachers. The research of Ukrainian and foreign scholars, who in their works described the case study technology as an effective technology for teaching foreign languages and cultures, was analyzed. In order to create an effective case, during its development, it is necessary to take into account its type in accordance with educational goals. The technology for the development of the case itself, that is, a set of educational materials, which reveal a training problematic situation for the development of English language competence in dialogic speech of future English language teachers, is described. The case development technology consists of two blocks. The first block contains points related to the determination of the place of the case in an educational process and the formation of the main goals of the case application, the second block provides some practical pieces of advice on the process of case development. The last stage in the process of introducing the case study technology to the educational process is the creation of a model of the case itself for its further implementation into practice. Using casres involves two stages: preparatory and main one. At the preparatory stage, students independently study case materials and, if necessary, the teacher provides some explanations regarding the given information. At the main stage, students offer their individual vision of solving the proposed problem outlined in the case materials.

Pengaruh Strategi Kerja Kelompok Berbantuan Media Crossword Puzzle Terhadap Kemampuan Bahasa Jepang SMAN 1 Nusa Penida

The goals of this study were to investigate how employing the Crossword Puzzle media-assisted group work strategy affected the Japanese language abilities and motivation of class XI students at SMAN 1 Nusa Penida and to gauge the reactions of the students after they had used the approach. Quantitative research using a Quasi Experimental Design was employed for this study. 198 students from SMAN 1 Nusa Penida's 11th grade comprised the sample for this research. Thirty students from Class XI IBB 1 served as the study's experimental group, while another 30 students from Class XI IBB 2 served as the study's control group. Various forms of testing and surveying were employed to glean the necessary information. The results demonstrated that the experimental class, which was assigned the crossword puzzle media-assisted group work method, outperformed the control class in terms of Japanese language proficiency and motivation. The Sig. (2-Tailed) posttest result of 0.000 < 0.05 from the Independent Sample T-Test hypothesis test provides supporting evidence for this. According on the survey data, pupils who used the Crossword Puzzle medium gave an overall favorable answer of 93.6% in the Strongly Agree/Good/Satisfied/Like category. As a result, we may infer that the method of group work aided by the Crossword Puzzle medium can have a beneficial effect on the development of students' Japanese language competence and motivation.

Nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings: An interview study

AimTo describe nurse leaders' experiences of how culturally and linguistically diverse registered nurses integrate into healthcare settings. DesignA qualitative descriptive study design. ParticipantsA total of 13 nurse leaders were recruited from four primary and specialized healthcare organizations in Finland. MethodsData were collected through individual semi-structured interviews and analyzed using inductive content analysis. ResultsNurse leaders' experiences were categorized into seven main categories as follows: leadership, which concerns a leader's roles, style, and experience; organizational strategy and culture, which includes structure, policies, and intra-organizational culture; support strategies, including workplace and outside-of-work integration strategies; relationships and interactions, which considers interpersonal relationships and interactions; nurse competence requirements and development, which concerns both organizational and ward level competence demands, and support for competence development; language competence, which concerns challenges relating to language proficiency and development of language competence; and cultural diversity, which considers the importance of competence development brought about through experiences of being in a multicultural workplace. ConclusionsCulturally and linguistically diverse nurses are important within healthcare systems. These nurses constitute additional human resources, bring diverse experiences and expertise, and add to organizational cultural capital. Nurse leaders require competencies that are suitable for leading a diverse workforce, utilizing its competencies, establishing staff members' needs, and ensuring their continuous development. Resourcing, planning, and structuring the integration process affects nurses' experiences of the organizational socialization process. ImpactThe findings of our study can offer guidance to healthcare organizations with regard to structural integration strategies at an institutional level. Leadership and management educators can benefit from the findings towards developing a curriculum that supports leaders' diversity, equity and inclusion, knowledge management and formal leadership competencies. Finally, nurse leaders may benefit from this study through being more aware towards supporting a multicultural, cohesive, and competent workforce through strong social capital.

Developing Foreign Language Communicative Competence of Senior Students on Basis of Web-quests Technology at the Pedagogical University

The article deals with the problem of developing communicative competence in a foreign language in a pedagogical university for undergraduate students. The stages of work on a web quest are analyzed from the point of view of communicative interaction of students in the context of digitalization of the educational process. The purpose of the article is to substantiate the effectiveness of the use of the educational technology of web quests in the educational process in order to form a foreign language communicative competence of student teachers in the senior courses of a pedagogical university. Methodology and research methods. The study was carried out as part of the introduction of a project-based learning system into the program of the discipline “Foreign Language” / “Practice of Oral and Written Speech” at the senior courses of the Institute of Childhood and the Faculty of Foreign Languages of the Novosibirsk State Pedagogical University in order to expand interactive methods for the formation and improvement of the communicative competence of students. The methods used were the analysis of methodological, psychological-pedagogical and special scientific/professional literature on the research problem, pedagogical observation of the students’ communicative activity, analysis of experimental data obtained during the survey. Research results. The article describes the communicative actions of students in a foreign language in stages in accordance with the logic of building a web quest. They are also correlated with the “ideal pattern”– the teacher’s communicative culture. Some features of foreign language communication of students– future teachers– the use of high tones at the phonetic level are named. The predominance of imperative speech at the grammatical level. At the lexical level– the exploitation of the same language clichés in various communicative situations instead of various language formulas. A number of web quests on the topic “Man and the Environment” were developed and tested at the Faculty of Foreign Languages and the Institute of Childhood for specialties with a specialized foreign language. Conclusion. The problem of developing foreign language communicative competence is one of the key ones for teachers teaching a foreign language. In the context of the digitalization of education, higher education teachers are turning to methods of teaching a foreign language, combining the intensive development of language competence and the use of the Internet. Such a synthesis allows them to achieve high results in the involvement of students in communicative activities and, as a result, the development of foreign language communicative competence.

Das Imaginäre als Teil des Fremdsprachenunterrichts

"The Imaginary as the Part of the Foreign Language Education. Inner images (visual mental representations) undoubtedly constitute an intrinsic part of our personal world. They are independent of external visual stimuli and they are stored in the brain. Associative relations – as part of the speaker's individual lexicon in his semantic memory – are evoked in one’s memory as ready-made units. Instead of a purely cognitive transfer of materials, they serve – together with visual mental representations – as a support for sensory-reflexive and imaginative-creative processing of themes. The recall of these units in the memory can be supported by works of art. It is the figurative-iconic process of storage in the memory – which takes place in the educational process in parallel with the linguistic-conceptual one – that significantly contributes to a deeper and more permanent consolidation of the learning materials. The integration of works of art into foreign language education thus not only supports the development of language competence, but also the aestheticization of the learner. The article presents new didactic procedures in teaching German as a foreign language through works of fine art. Keywords: visual mental representations, associative relations, works of art, foreign language education, aestheticization "

‘The wrong’ kind of students or ‘Santa’s workshop’? Teaching practices for newly arrived migrant students in Swedish upper secondary VET

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening ‘naturally’ while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.

The efficiency of language teaching through integration in future philologists’ foreign language competence formation

The article aims at determining the impact of integrated methods and approaches to language learning on the development of various students’ foreign language competencies. Methods. The research involved the questionnaire method, the method of expert evaluations, and the method of analysing the development of language competences. The obtained data were processed by the methods of mathematical statistics. Results. It was found that the indicator “grammar knowledge” had a high correlation with “vocabulary” (r = 0.73) and “listening skills” (r = 0.69), which indicates the tendency of students with a high level of grammar knowledge to enhance their vocabulary and improve their listening skills. Some other indicators such as “writing skills” and “speaking skills” also had a fairly high correlation with “listening skills”. Conclusion. Summarizing the conducted research on the effectiveness of language learning through integration when building future philologists’ foreign language competences, it can be stated that this approach is effective and contributes to the improvement of language learning quality in higher educational institutions. Prospects. Future research could focus on different languages and students’ nationalities.

USING “WORD CLOUDS” FOR LANGUAGE TRAINING OF FOREIGN MEDICAL STUDENTS

The article deals with the theoretical and practical aspect of using «word clouds» to create activities when teaching philological disciplines aimed at the formation of the professional and communicative competency (development of language and professional competences) of foreign students of the medical faculty whose language of instruction is English. It is worth mentioning that the tasks created using the «Word Cloud» technology integrate work with lexical material (lexemes, phrases, sentences) and controlled as well as free practice on producing utterances on professional topics, dialogue simulation according to various models (doctor – hypochondriac patient, doctor – inattentive patient, doctor – talkative patient, doctor – silent patient, doctor – hostile patient), which contributes to the implementation of speech behaviour tactics to achieve the communication goal, demonstrating a good command of the techniques aimed at establishing professional contacts. It is stressed that foreign students established logical and semantic connections between lexemes / phrases / sentences when working with «word clouds». Interactive situations described in the research are close to the real conditions of the professional activity of future specialists in the medical field, which reproduce the possibility of extensive communication in standard situations, as well as in communication conditions with elements of unpredictability, accompanied by a visual demonstration of educational information using «word clouds». Special attention is focused on the didactic possibilities of «word clouds» for teaching and learning philological disciplines as they are used in multiple variations, namely: 1) as a lexical minimum for transforming aphorisms / questions / dialogical units / the topic and content of the lesson; 2) as an algorithm for modelling communicative situations in accordance with professional activity, for writing cinquains; 3) as a tool for creating associative series (anatomical terminology, clinical terminology, diseases, symptoms, drugs, medications, painful conditions, etc.), instructions that establish the rules for medical assistance to the victim (based on key words), terminological dictionaries to learn and consolidate medical vocabulary on educational topics; 4) as a visual tool that contributes to the cognitive activity of medical students in terms of mastering skills in perceptive and productive types of speech activity in educational and professional communication situations, as well as to the formation of their intellectual and creative abilities. The conclusion is drawn that working with word clouds» created by the teacher/students, in combination with communicative tasks, contributes to the accumulation of linguistic and communicative experience, expanding of the active vocabulary, acquiring of phonetic, lexical and grammatical skills.