Development Of Language Competence Research Articles

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ИНФОРМАЦИОННО-ЯЗЫКОВОЙ КОМПЕТЕНТНОСТИ У ДЕТЕЙ ДОШКОЛЬНОГО И МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА В УСЛОВИЯХ ЭМОЦИОГЕННОЙ НЕСТАБИЛЬНОСТИ ОБЩЕСТВА

The article is devoted to the study of the formation of information and language competence in preschool and primary school age. Children of the modern world are immersed in the information space, where they manage a variety of information stored and transmitted by the culture of society. At the same time, they must be aware of the value of information, which is the Foundation of motivation to learn, be able to find and analyze information, critically evaluate information content, be able to build meaningful statements and participate in new communication situations. This article includes a theoretical analysis and description of the organization of an experimental study of the process of formation of information and language competence in children of senior preschool and primary school age. Presents the research methods, criteria and indicators characterizing the level of development of information and language competence identified and approved a complex of psycho-pedagogical conditions providing efficiency of formation at pupils and students of information and language competence. Necessary and sufficient conditions of formation of information and language competency are the use of project activity in educational process of preschool and primary General education; development and conducting series of lessons aimed at the formation of information language competence, and orientation preschool and primary school children for language tolerance in direct communication and interaction in the virtual information-educational space. The observed changes in indicators for all components of information and language competence (cognitive, motivational, value-based, reflexive-evaluative and activity-based) convincingly prove the feasibility of using these conditions. Also, the formation of information and language competence is revealed as the prevention of asocial behaviors and intolerant signs of speech aggression at a younger age.

ОБУЧЕНИЕ ДЕЛОВОМУ ИНОСТРАННОМУ (РУССКОМУ) ЯЗЫКУ В ТЕХНИЧЕСКОМ ВУЗЕ (НА ПРИМЕРЕ НИУ МГСУ)

Purpose: To acquaint with the methodology of teaching master's students Russian as a foreign language in the fields of business and professional communication; to substantiate the need to implement the "Scientific Speech" section into the course curriculum. Methods: both analytical and explanation methods, making it possible to analyze approaches to the study of the course "Foreign Business Language" by different researchers and methodologists, in order to consider and propose a new approach to teaching the course "Foreign Business Language". Results: The section "Scientific Speech" included into the course curriculum is relevant for foreign master’s students since it promotes development of language competencies (understanding of scientific and technical literature, solving professional problems in a foreign (Russian) language, implementation of written and oral communication for academic and professional interaction). Conclusions: The article notes that the course "Foreign Business Language" should include not only written forms of business communication, but also the scientific style. Professionally oriented texts with pre-text and post-text exercises facilitate the learning of the course curriculum and they are essential components for in-depth comprehension of the scientific style. Training in written forms of business communication is carried out by means of content of formal documents that are relevant in the framework of educational or scientific activities (e.g. order, certificate, memorandum and explanatory note, informational letter, accompanying letter, motivational letter and letter of gratitude).

Foreign Internships as A Factor of Foreign Language Teachers’ Professional Development

The aim of the study is to find ways to expand teacher efficacy by participating in foreign internships. Survey methods were used to collect the data from students. Descriptive statistics was used to examine the overall trends in foreign language teachers’ professional development. Thus, passing a training abroad leads to the development and improvement of language, professional, and cultural competencies of not only teachers, but also students; improving the skills of teachers, their motivation; increasing not only the prestige of the educational organization, but also the publication activity of university employees in world scientific publications; improving educational technologies. And most importantly, students, as direct participants of the educational process, are more than satisfied with their results. The article is of interest for the foreign language teachers.

Integrating Dance and Language Education: A Pedagogical Epiphany

Dance fulfils several educational purposes, particularly in the context of second language teaching and learning. Nevertheless, challenges to implementing dance as an approach to teach and learn a second language do exist. For teachers, it is essential to develop varied pedagogical approaches to suit different student cohorts. But it is not reasonable to expect that every language teacher is a born expert and connoisseur of dance or every dance teacher a born expert and connoisseur of the target language. Moreover, we have not seen studies focus on the development of the pedagogy of using dance as an approach for teaching and learning a second language. In this article, we assembled autoethnography and educational connoisseurship and criticism to investigate Nan’s experience through the process of generating descriptive narration, interrogating reflective analysis, evaluating understandings, and discerning themes. The themes discussed were communicative and intercultural competence, language acquisition and immersion, cognitive learning transfer, and multiple accesses. This study offers empirical evidence for the benefits that dance activities can make to students’ second language competence development and affords pedagogical insights for teachers who want to employ dance as an approach to teach a second language.

COGNITIVE-COMMUNICATIVE APPROACH TO TEACHING READING IN ENGLISH FOR APPLICANTS OF EDUCATION IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION

The article considers and systematizes methodology of teaching of reading at English lessons at professional pre-higher educational establishments. The different types of reading are shown. The analysis of the necessity of the cognitive-communicative approach, focused on the development of the competence of communicating at English lessons during teaching of reading, which is the basis for successful mastery of a foreign language, has been given. The inclusive education is described as an important aspect of getting education at present. Peculiarities in the approach to teaching reading to students with special educational services (SES) are revealed. The article describes certain groups of students with SES, for whom it is necessary to individualize learning tasks, taking into account their needs in the perspective of the peculiarities of learning to read in a foreign language. Namely: a group of students with speech, vision, hearing disability; a group of students with autism spectrum disorders, a group of students with attention deficit hyperactivity disorder; a group of students with cerebral palsy. Pieces of advice on methods of teaching reading in a foreign language to students with special educational services of each group are provided. The authors provided examples of exercises for the development of reading competencies such as: expressive reading aloud at different speeds, reading alternately cut text, dramatic reading, text as an answer to questions, analytical reading, text processing, highlighting the main text, categorizing the text, deriving patterns by text, text extensions and others. The article proposes the principles of elaboration of educational material, which contribute to the development of language competencies of students of polytechnic professional pre-higher institutions of Ukraine.

Осознанная саморегуляция в системе предикторов успешности по русскому языку в школе (общая модель и ее модификации)

Background. Confi dent language profi ciency in Russian language is the key to successful schooling. However, teachers note a general decline in Russian language performance among students. One of the most critical factors opposing this trend may be the development of regulatory competencies, particularly conscious self-regulation in achieving goals and in executive functions. Objective. Th e aim is to reveal the role conscious self-regulation plays in the system of predictors of successful mastering Russian language by secondary school students, diff ering in gender and age. Design. Sample included students of schools in Moscow and Moscow region aged 13–15 years (N = 286): seventh graders (N = 147) and ninth graders (N = 139). Methods applied in the study included V.I. Morosanova’s questionnaire “Th e style of self-regulation of learning activity (SRPLAQ-M 52)”; Eriksen’s task to assess the suppression of irrelevant stimuli, the letter-digit task to assess attention switching, the N-Back task to assess the renewal of working memory. We used two tasks developed by E.D. Bozhovich to diagnose language competencies. Questionnaires were fi lled out in group format in the classroom under the experimenter’s supervision; computer testing was held in a computer classroom on another day. Results. Th e results of the study showed that self-regulation and intelligence are universal resources for achieving educational goals. High academic performance amongboys mostly depends on the development of conscious self-regulation and the ability to manage their attention. Planning educational goals, the general level of self-regulation, and the accuracy of updating working memory are signifi cant for girls’ academic performance. By the time students start high school, the system of predictors for academic performance in Russian is undergoing qualitative changes. Th e system is “curtailed”, with only those elements that ensure success in passing state exams remaining relevant. Conclusion. Th e study revealed the invariant structure of the relationships between the predictors of success in Russian language. Th is structure is implemented as a model, constructed around the relationship of conscious self-regulation and its primary neurocognitive basis represented by executive functions. Th is complex regulatory component is a crucial predictor of success in Russian in adolescence. Th e annual assessment is determined primarily by self-regulation, while executive functions mainly contribute to the development of language competencies.

Flipping the Aviation English class for distant learning: experience from the field

This study is aimed to verify experimentally the efficiency of the flipped classroom approach using in the process of online teaching Aviation English at National Aviation University. It was conducted from September till December 2020. The research included two groups of students of the second year of study speciality: 272 ‘Aviation Transport'. The experiment employed mixed-method research in convergent design. In the context of the experiment testing to determine students' level of professional language communicative competence in English were conducted in September and December 2020 at the beginning and the end of the first term of the academic year 2020-2021. Testing revealed that students from the experimental group have better results in professional language competence development. A survey was conducted in the experimental group aimed to reveal students' impression from the flipped classroom approach using in distant learning. According to the results of the experiment, it was stated that students have mainly positive attitude to the experiment Advantages and disadvantages of the approach are identified. The conclusion was made that in the context of distance learning, the flipped lessons approach is acceptable for mastering the Aviation English course.

Вариативность методов и приемов обучения иностранному языку на раннем этапе

We present an overview of traditional and modern methods used in teaching children a foreign language at an early age. Feasibility of earlier foreign language competence development and need for training specialists with a narrow focus in foreign language teaching in the preschool education system are justified. We describe the age and psychological characteristics of younger learners. The categories of learners are characterized depending on the type of information perception: visual learners, aural learners, verbal learners, physical learners, logical learners, social learners and solitary learners. The factors motivating them to learn are substantiated, including a foreign language acquisition. The authors describe the methods and techniques that are commonly used in teaching English, such as Total Physical Response, the Natural Approach, Audiolingual Method, Communicative Method, CLIL (Content and Language Integrated Learning).

The effects of using American idioms in the development of the speaking skill in L2 students

There are thousands of non-native English speakers around the world. The use of a wide variety of dialects, registers, and other characteristics of language such as idiomatic expressions can cause lots of misunderstandings in people when they interact among one another. For that reason, American Idioms have to be taken into account as a crucial part in the development of English Language competence. It is a necessity that non-native speakers of English become aware and proficient in using English idiomatic expressions. However, many English learners, especially most of Ecuadorians, lack the competence to use them properly. This paper aims to show the effects of using American idioms in the development of speaking skills by L2 learners. Thereby, this research was carried out in a university in Ecuador with a population of 30 students. Quasi-experimental research was applied where one group was exposed to the language that native English speakers usually use. In addition, field research was carried out through instruments such as an observation checklist. Finally, the data analysis showed that those L2 students exposed to American idioms had subsequently increased their speaking skill.

Research and Practice of English Major Writing Class for the Coordinated Development of Language, Critical Thinking and Discipline Competence under CLIL Framework

Research and Practice of English Major Writing Class for the Coordinated Development of Language, Critical Thinking and Discipline Competence under CLIL Framework

Formation of foreign language professionally oriented competence of future foreign language teachers with the use of electronic educational resources

The study tested electronic educational resources recommended and selected for development of language competencies in future teachers. Motivational, cognitive and communicative criteria were chosen as indicators of professional readiness. The research involved relevant methods and forms of improving language competencies and diagnostic methods. Meanwhile the level of the development of professional competencies was monitored with reasonable adjustment of students’ independent work. The choice of electronic educational resources as the main tool of independent work improves the linguistic communicative competencies of students, activates their search, learning and self-organization; motivates to create their own educational trajectory, and improves the academic performance. The use of electronic resources is not an independent technology for teachers’ training; it requires implementation in the educational process. The effectiveness of these methods of organizing the educational process is 25% of the quantitative composition of the experimental groups, so the subject of the study requires development and implementation in the educational field. The effectiveness of application of the results determines practical value of this article. The offered methods can be applied to students majoring in the Humanities, and in independent language study. This research can be used for development of programs and courses in independent, distance and differentiated learning.

SELF-DIRECTED LEARNING METHOD IN TEACHING FOREIGN LANGUAGES FOR PROFESSIONAL PURPOSES

The article outlines the peculiarities of students’ self-directed learning organization in mastering foreign languages for professional purposes; the concept ‘self-directed learning’ is disclosed and its multiplicity and complexity has been proved. The authors consider self-directed learning as an important component of educational process, as a method of teaching and self-education, and as an important factor in the theoretical and practical training of students for future professional activities. The types, forms and methods of self-directed learning used in the process of teaching foreign languages for professional purposes are analyzed; the main approaches to encouraging students for successful self-directed learning are characterized. Special attention is paid to teacher’s professional and methodical preparation for effective independent work organization; pedagogical conditions for this process efficient implementation have been defined. The article notes that self-directed learning includes the main trends of modern methodology of teaching foreign languages, namely: development of speech, language, educational and cognitive competences; individual approach in teaching, motivation for mastering a foreign language at the level sufficient for professional communication.

Learners’ success and self-esteem in foreign language reading comprehension

Demands for a high-level development of foreign language reading comprehension skills and competences are now escalating and processing of foreign language text information is a matter of course. Pupils and teachers are faced with the need to work with textual information in more complicated ways, in which self-esteem plays an important role. This paper analyses learners’ success of reading comprehension in foreign language and real self-esteem in acquiring those skills. Self-esteem helps to promote language self-confidence, the learner’s level of aspiration, and adjustment to perception of foreign language structure. As long as the learner does not really perceive themselves (real “self”), it is difficult to talk about understanding lexical meanings and their real perception of grammatical structures in the text. The research goal was to find differences in self-esteem and success in foreign language reading comprehension skills with respect to categories of comprehension (specifically: I always understand everything; I have a lot of problems with text understanding; specifically: I experience difficulties with understanding unknown words; problem with understanding long sentences; difficulty with understanding the unfamiliar topic of the text; pictures help me in understanding; guiding questions help me in understanding). The research question was whether the self-image of learners in relation to the skill of foreign language reading comprehension is realistic given their real success in this skill. The research was carried out in the Slovak Republic on a sample of 327 respondents and found differences in subjective perception of understanding and success in reading comprehension skills. The research showed a low real self image of learners especially in categories of global character in respect to the average understanding of foreign language texts.

ROLE OF LEARNING SPACES IN LEARNING LANGUAGES

This article presents a literature review of selected studies devoted to the research of the features of learning spaces and their impact on the development of language competencies of teachers and students. The presented review is a part of a comprehensive project to develop a conceptual framework and conduct empirical research based on “English Only Space” (EOS) – an innovative learning space implemented at Atyrau State University. When designing EOS, the author used an approach that defines, under the learning space, or, according to the OECD Concept (2013), the physical environment of learning, “physical spaces (including formal and non-formal) in which teachers and students interact, content (content), equipment and technology.” Practical decisions in designing this learning space were based on a detailed analysis of the latest publications from different disciplines, comparing various authors’ views and determining new trends in a number of fields such as philology, applied linguistics, pedagogy, psychology, and ecology. Such approach allowed achieving conditions when language teaching and learning turns into an instrument of interdisciplinary cognition, and the physical environment provides affordances formanaging resources efficiently in order to achieve maximum learning outcome. At the same time, the present literature review served as a driver for an active start for further practice-oriented research in EOS based on two assumptions: the need to search and develop unique ways of learning English, exploring a wide range of influencing (environmental) factors; the fulfillment of the main purpose of the space if it promotes and supports experiences that promote learning and the achievement of learning outcomes.

Effectiveness of parent-training program on children with autism spectrum disorder in China

Objective This study intends to explore the effect of parent-training program on the rehabilitation intervention in children with autism spectrum disorder (ASD) in Chinese-speaking areas of China by offering parent skill training and psychology counseling. Methods From January 2018 to June 2019, a total of 80 children diagnosed with ASD from the Department of Children Healthcare of Wuxi Children’s Hospital were randomly grouped into the parent training groups and control groups. Parents in the training group received 12 weeks of skill training, including 8 group and 2 individual training sessions, as well as psychology counseling. This enabled them to give their children >2 h of intervention training daily in a natural environment. Children in the control group were placed on a rehabilitation waiting list or received general community training. Before grouping and after the intervention, all children underwent neuropsychological evaluations with Autism Behavior Checklist (ABC), Childhood Autism Rating Scale (CARS), and Gesell Developmental Schedule (GDS). GDS covers five sectors, namely adaptive behavior, gross motor, fine motor, language, and personal-social behavior. Results Statistically significant differences were not detected between the two groups in ABC, CARS, and GDS scoring at baseline evaluation. And significant differences were detected between the two groups in ABC, CARS, adaptive behavior, and personal-social behavior scoring at endpoint evaluation. Furthermore, the re-evaluation results of ABC scoring and CARS scoring of the children in the parent training group decreased significantly from the preliminary evaluation results when compared before and after the intervention. Moreover, the intragroup comparison of adaptive behavior scoring, language scoring, and personal-social behavior scoring of the experiment group increased significantly from the preliminary evaluation results, while the difference of the same of the children in the control group between re-evaluation and preliminary evaluation did not differ significantly. Conclusions In China, the parent-training program enables parents to train ASD children in a natural environment, which would markedly improve behavioral problems, core symptoms, adaptability, language competence, and social development capability.

FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES

Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities.
 Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (Н5).
 Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach.
 Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages.
 Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.

Conceptualizing national emergency language competence

Abstract National emergency language competence (NELC) can be understood as the capacity to use language to cope with domestic and international public emergencies. NELC constitutes the foundation of and guidance for the provision of emergency language services. Based on a review of emergency language services and language competence development, this paper proposes a theoretical model for constructing NELC along the following four dimensions: emergency stage, language tasks, non-linguistic resources, and types of emergency languages. The paper concludes with suggestions on the planning and development of NELC.

Организация студенческих онлайн конференций: типичные ошибки

The article is focused on the analysis of typical mistakes and errors which are made by Russian students while creating PowerPoint presentations and delivering them at online international conferences. The relevance of the topic is connected with the necessity to face a new challenge of transforming the educational process into the new format – the format of distance learning. The author of the article outlies that this transformation should be carried out very carefully. Digitalization of education system should not result in painful destruction of traditional approaches to teaching and learning. It is noted that it is necessary to continue using those forms of educational process which are familiar both for teachers and students. One of such forms is an online student conference. The aim of the research was to analyze different types of mistakes and errors made by Russian students as well as their main causes. The author deals with examples collected while listening to presentations at the international online conferences which were held at the faculties of biology at Perm State University and the university of Delta, USA. The methods used in the research include analysis, description, observation, comparison. The results of the research demonstrated that one of the most common causes of mistakes is language interference. It is concluded that the analysis of typical mistakes and errors helps the teacher to make the right choice of materials for drilling in class, which, in turn, is crucial for language competence development that makes effective professional communication possible.

Educational potential of picture books on the example of language and reading workshops as part of the “ZA PROGIEM – wyprawy odkrywców project

The study is an analysis of picture books used during the “Słowami o obrazach – obrazem o słowach” [en. Words about pictures – picture about words] workshops, carried out within the Power project: “ZA PROGIEM – wyprawy odkrywców by the Department of Pre-school Pedagogy of the Maria Curie-Skłodowska University in Lublin and a report on their course. Attempts were made to show the importance of picture books in shaping children's readership, but also to illustrate how to use picture books in didactic and educational activities related to the development of language, intellectual and visual competences of children. The study also aims to prove that book art is a fascinating area for children, and used in a thoughtful way by the teacher, can become an expression of the real participation of children in high culture, especially reading culture. K

"European Language Policies and the Development of Language Competences in Higher Education"

"European Language Policies and the Development of Language Competences in Higher Education"