Development Of Language Competence Research Articles

Теоретичне обґрунтування сутності, значення і особливостей мовної компетентності офіцерів військових частин Національної гвардії України

The relevance of the article is due to the European integration aspirations of Ukraine and the prospects of joining its security forces, including the National Guard of Ukraine, to the NATO. So, the formation of language competence in modern conditions is an integral part of the officer’s professional development and training. Theoretical analysis of scientific sources on the language competence development in servicemen of the Armed Forces of Ukraine and law enforcement officers of the Ministry of Internal Affairs of Ukraine revealed that this problem has not been studied and needs additional research. The essence of the language competence in the NGU officer is revealed as a personal integrative formation, which allows the specialist (an officer) effectively to communicate in foreign language, to achieve positive results in his professional activity. It is studied that the requirements of the NATO STANAG-6001, as well as various aspects of the NGU's professional activity should be taken into account when developing the language competence in NGU officers.

Bilingual education: models and aspects of learning

The article deals with the problem of multilingualism, analyzes the models of bilingual education. It is noted that multilingualism as an object of research covers linguistic, psychological, sociological, pedagogical and other aspects. The process of parallel learning of several languages provides for additive, parity, duplication and displacement models. The article argues that the most promising are the additive and parity teaching models as meaningfully and procedurally relevant to the goals of the modern teaching system for the disciplines of the language cycle, contributing to the fulfillment of a social order in the preparation of a competent linguistic personality who speaks the languages most in demand in society. The presented learning models can serve as the basis for the development of a comprehensive model for the development of communicative language competence, the formation of a bilingual personality capable of equally carrying out speech activity and fulfilling communicative needs through language and speech. The existence of modified immersion models is noted, in which it becomes possible to use a second language as a foreign one, at least at the initial stage of training. Effective models are those that objectively compare different methods and aspects of the use of one or more languages, and also assess the benefits of these methods for a specific audience.

ДІАЛЕКТНІ ТЕКСТИ ЯК НАВЧАЛЬНИЙ РЕСУРСНА УРОКАХ УКРАЇНСЬКОЇ МОВИ

ntroduction. The presence of the requi-?ements of modern society to the secondary school graduate determines the modernization of education, in particular its content. One of the current principles of studying the Ukrainian language today is a text-centric approach. The essence of text-centrism is to use texts as illustrative material in the study of language topics. In the texts selection, teachers prefer artistic samples. But diale-?t texts - records of living folk speech can also be used as a learning resource. The purpose of the article is to prove the expediency of using dialect texts as an educational resource in Ukrainian language lessons; to publish some examples of living folk speech, recorded by the author in East Polesian dialects, which can be used in the teaching and education of high school students. The following methods were used in the study: analysis, synthesis, abstraction, analogy, generalization, as well as the method of continuous sampling. The main results of the study. Complex tasks, made on a text basis, allow developing not only language and speech knowledge and skills of students, but also the ability to formulate their own statements, as well as to satisfy the cognitive interests of students. Dialect texts contain rich linguistic material, so their use allows you to master the language at all levels of the language system. Acquaintance with samples of folk speeches promotes the prestige of proficiency in the Ukrainian language. Through dialect texts, students get acquainted with the world picture of Ukrainians, their customs, traditions, spiritual and material culture, folk life. All this forms the ethnic consciousness of high school students. Originality. The article raises the issue of the use of dialect texts in the study of the Ukrainian language for the first time and publishes samples of dialect discourse recorded in East Polesian dialects. Conclusions and author’s specific suggestions. The use of dialect texts contributes to the development of language and speech competence of students, as well as general cultural and national education of high school students. The didactic and information potential of dialect texts is very large, so they can be used in the study of other subjects (Ukrainian literature, history of Ukraine, biology, geography, etc.).

Работа с аутентичными текстами на английском языке в обучении будущих врачей на билингвальной основе

The work is prepared as part of a study aimed at finding effective ways of teaching English to medical programmes students. The subject of the research is the tendencies of linguodidactics in non-linguistic programmes in Russian higher education. We consider methods focusing on the development of academic language competence, based on approaches related to the integration of authentic texts in the specialty into the study of the English language, among which one can single out content and language integrated learning (hereinafter – CLIL) and English for special purposes (hereinafter – ESP). They help to improve not only the language competence of future doctors, but also academic and cognitive. The use of these approaches makes it possible to im-prove the skills of foreign language communication in the framework of professional education without breaking a single methodic continuum, which is important because it contributes to an im-provement in the ratio of time costs and results without reducing the quality of education. Scientific novelty lies in the consideration of the competence-based approach in higher education from the position of bilingualism. In the course of the work, fundamental patterns of ontogeny of artificial bilingualism were discovered, which are adapted to the conditions of modern medical discourse, which determines the methods of research – deduction, abstraction and analysis. As a result, it was concluded that in order to comply with the requirements for the preparation of medical programmes students, it is necessary to develop the interlanguage to the level of fluent bilitarity. The results obtained can be used in the development of specialized training programs.

COGNITIVE-COMMUNICATIVE APPROACH DURING ENGLISH LEARNING IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION

The article considers the essence and basic interpretations of the “cognitive-communicative approach” (CCA) concept, defines its characteristics and qualities, identifies the features of its application in institutions of professional prehigher education (PPHE) of Ukraine. The intercultural competence development problem as an indicator of the person’s ability to effectively participate in foreign language communication at the intercultural level formation is outlined. It is noted that a thorough knowledge of a foreign language is necessary for students of polytechnic institutions of PPHE for mobility, further career growth, competitiveness, communication with foreigners on a professional and personal level, expanding worldview, etc. The authors of the article identified the CCA as an approach to teaching English during both full-time and distance learning. The basic principles of this approach aimed at developing the competence of expressing the communicative intention of the student are characterized and systematized. The concepts of categorical features and terminological tools of the CCA have been clarified. The terms “blog technology”, “wiki technology”, “podcast” and “linguistic corpus” are defined. Possibilities of the educational and cognitive skills and abilities development which are provided by each of the mentioned technologies are considered. The authors described the methodological and pedagogical problem of educational material organization and processing in the polytechnic institutions students communicative and cognitive competence formation process. The article proposes the principles of processing educational material, which contribute to the development of language competencies of PPHE students of Ukraine. The socially conditioned need to use distance learning as a means of mastering the skills of students independent work in learning a foreign language is substantiated.

Professional language competence of technical university students: concept, its specificity and development

The objective of this paper is to provide a strict definition of a concept “competence” which can be used in the context of professional language training of technical university students.The literature review shows the necessity of the development of professional language competence in future tool-making engineers that technical universities in Russia train. Based on this review, the structure of this competence has been identified. Also, the process of professional language competence development is thoroughly analyzed so that the conclusions about the stages of this process and the necessary pedagogical conditions that a teacher must follow are determined.

Formation of Language Competence: Modern Issues and Strategies in the Area of Cross-Cultural Communication

In the framework of globalisation, the development of cross-cultural communication skills is of high interest. However, there is no due attention paid to the development of intercultural language competence in all universities as well as the possibility to share it directly with native interlocutors of the other culture. The objective of the article is to define the critical complexities in the area of cross-cultural communication among those who study a foreign language. Another objective is to elaborate recommendations that will enable the solution of the issues in the area of cross-cultural communication within up-to-date education. As a result, the researchers’ have organised and carried out the survey among 650 linguistic students of the 4th course from four largest Russian higher educational institutions (Peoples’ Friendship University of Russia, Higher School of Economics, Moscow State Institute of International Relations, and Moscow State University). The outcomes of the research can be used in future as the basis for the development of cross-cultural communication for university students, which should have cross-cultural competence.

Higher achievers? Mobility programmes, generic skills, and academic learning: a UK case study

ABSTRACTThe received wisdom is that mobility programmes considerably contribute to students in terms of the development of generic skills, language and multicultural competence and competitive advantage in the global labour market. Surprisingly, the impacts of mobility programmes on academic learning have received very limited research interest in the literature. This study uses students enrolled on international management and modern language degrees in a British university to investigate the benefits of a yearlong study abroad programme, on the development of linguistic and multicultural skills measured by their academic results pre- and post-international mobility. Using a control group of students who stay on campus, quantitative data drawn from a longitudinal study over 8 years conclusively suggest that study abroad students academically outperform control group students after controlling for gender, domicile, ethnicity, socio-economic status, prior academic performance and age. The implications of these results on higher education and policy-making are discussed.

Integrating philosophy into English curriculum: The development of thinking and language competence

This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) program in developing English as a Second Language (ESL) students’ thinking skills and English competence in Hong Kong. In the study, training and support were provided for two English teachers to enable them to teach PIS to their Secondary 4 ESL students during English lessons. The students were found to be capable of reasoning and arguing about philosophical problems arising from various stimuli prepared by their teachers according to the English curriculum. Also, PIS was found to play an important role in promoting the students’ critical and creative thinking and enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the English curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students.

Contribution of CLIL Methodology to the Development of Bilingualism and Bilingual Language Competence of Slovak Secondary-School Students

<p>In almost all European countries, many schools offer a form of bilingual education provision according to which content subjects are taught either through two different languages or through one foreign language. This approach is known as Content and Language Integrated Learning (CLIL). The main problem addressed in this research article is the need to examine and describe the contribution of CLIL methodology to the development of bilingual language competence of students of a secondary vocational school. In addition, the study looks at the teaching and learning within a bilingual Slovak-English study program of the school, specifically at the implementation of CLIL methodology in content subjects taught within the program. Specifically, the extent, approaches, materials used in the study program to enhance bilingualism at school in general and the bilingual language competence of the students through CLIL methodology in particular, as well as opinions and perceptions of teachers and students were investigated. Three data collection tools were used – interviews with teachers and students, classroom observations and document review. The results of the study indicate that various factors inside and outside the classroom and school enhance students’ bilingual language competence with CLIL methodology playing an important but not a decisive role.</p>

O niektórych formach i metodach kształcenia sprawności językowej w ramach ćwiczeń w mówieniu w projekcie Tadeusza Czapczyńskiego

About some forms and methods of language skills training as part of speaking exercises in the project of Tadeusz CzapczyńskiThe purpose of the article is to present the proposal of a Polish language teacher from Łódź to bring closer the ways of learning by the student both various linguistic exercises and didactic methods of language elements that were determinants of his oral expression. The solutions applied in the interwar period led to the achievement of language skills, which, by making the classroom situations resemble authentic communication situations, naturally prepared for communicating themselves and the world of their values and learning about the world of others. It seems that even today it is worth using the opportunities of speaking exercises off ered by Czapczyński, adapting them to the specifi c didactic situation and remembering to provide the learner with the possibility of sustainable development of language competences.

Development of professional foreign language speaking competences of students majoring in «Tourism Business» at the economic university

This paper discusses ways to optimize the process of students professional foreign language competence development at a non-linguistic university, based on students language and speech training at the economic university training program of Tourism business, which combines a comprehensive business training with entrepreneurial approach to future qualified professionals working in the leisure and tourism industry. This involves acquisition of necessary competencies by students, aiming them at the prospect of becoming entrepreneurs and managers who are able to realize their working potential both at the national and international level. This, in turn, imposes quite high requirements for professional language training at a non-linguistic university and implies fluency in a foreign language by graduates. An additional catalyst for the Samara Region and a dozen other regions of the Russian Federation was the 2018 FIFA World Cup, which stimulated the formation of modern infrastructure of the tourism industry and confirmed relevant changes in the field of higher education. Globalization and the Internet have changed all aspects of foreign language training, including at a non-language university, especially for the tourism and hotel industry. Many of the strategies that have been applied in higher education until recently are no longer effective at present because of new and constantly evolving technical capabilities.

ІНТЕГРАЦІЯ СТУДЕНТСЬКОЇ МОЛОДІ В ЄВРОПЕЙСЬКИЙ ОСВІТНІЙ ПРОСТІР: МОЖЛИВОСТІ ТА ВИКЛИКИ

An analysis of the Ukrainian students’ participation in the international programs that promote integration processes and challenges that arise along this way are presented in the article. Approaches to teaching students that provide the right quality of education and educational activities are also highlighted. Challenges that take place in integrating the students into the European educational space are outlined. These challenges are related to: modernization of educational programs; use of modern information and communication technologies; limited information concerning international cooperation; inconsistency of domestic legislation with modern tendencies of European integration; limited opportunities for higher educational institutions to distribute their own revenues, etc. It has been revealed that no more than two percent of Ukrainian students participate in academic mobility programs. It is stated that academic mobility programs are made for a short period of study and allow participants of academic mobility programs to get acquainted with: a system of employment abroad; using digital learning tools; open source software materials; ways of cooperation in the field of youth policy and sports; information and communication means for the development of language competences; European integration processes, etc. Mentioned educational computer technologies that are widely spread in teaching system and are a characteristic feature of modern world’s and European education system. The list of conditions that promotes the students’ integration into European educational space is given. It includes: identification of expected learning outcomes; improving the essence of educational programs; fulfillment of requirements for ensuring the quality of educational activity and the quality of higher education; learning resources and internal and external monitoring of the students’ achievements progress and achievements; taking into account the employers’ requests and so on.

THE GRAMMATICAL CONCEPT „NOUN“ IN THE PROCESS OF LINGUISTIC CREATION OF FOREIGN STUDENTS TO BULGARIAN LANGUAGE

The interest in the problems of foreign language learning and the process of building linguistic attitudes among foreigners is essential in language learning. The awareness of language as a system with its links and subsystems means understanding the need to also study it in a particular system.The model of communicative competence includes not only linguistic but also psychophysical and social characteristics, i.e. not only knowledge of language but also abilities for the realization of comprehensive discourse in various communicative situations. This model is crafted and enriched over time. In the process of learning a noun, it is very important that students develop competence concerning the parts of speech as well as their proper use in the communication process. One of the essential aspects of the learning process is the development of language competence. We find it very important to be able to adapt the scientific knowledge so that foreigners can understand it and apply it in the communication. The scope of communicative competence concerning the nouns suggests that account must be taken not only of the language code but also of what can be said; to whom; how to build; how to interpret discourse according to social roles and situations, knowledge and value orientations in communication.The concept of the lessons is oriented towards the formation of communicative competence in the Bulgarian language, while at the same time emphasis is also placed on the deepening of the linguistic knowledge of the students studying Bulgarian language. The descriptive approach in the presentation of linguistic information is balanced by the practically oriented selection of topics for dialogic or monologic texts that reinforce the competence of learners to participate in situations of communication reproducing similar scenarios to their professional practice.Graded by complexity and subject matter, the different exercises and tasks for editing, transforming or constructing are consistent with the professional terminology that is necessary for medics, dentists and pharmacists to master to be adequate participants in the learning process concerning relevant professional areas.The established concept of working with foreign students in Bulgarian language education is being tested and improved to establish a reliable and modern socio-cultural context of the formation of grammatical notions and the development of linguistic attitudes among foreigners towards the language.

W poszukiwaniu narzędzia diagnostycznego – ocena kompetencji językowej dzieci dwujęzycznych na etapie wczesnoszkolnym

Celem artykułu jest pokazanie, jak na przestrzeni edukacji przedszkolnej i wczesnoszkolnej rozwinęła się kompetencja językowa dzieci dwujęzycznych. Autorka bada poziom kompetencji językowej dwóch uczniów u końca edukacji wczesnoszkolnej, analizując jednocześnie dane dotyczące ich sytuacji szkolnej. Zgromadzony materiał porównuje z wynikami testów przeprowadzonych kilka lat wcześniej. Uzyskane próbki mowy potwierdzają, że rozwój kompetencji językowej dziecka bilingwalnego jest uzależniony od wielu czynników (psychofizycznych, środowiskowych, emocjonalnych), a jej pomiar, umożliwiający jednocześnie wskazanie obszarów, w których konieczna jest dodatkowa stymulacja, wymaga specjalnie przygotowanego do tego celu narzędzia diagnostycznego.

Peculiarities of «Techno-R» Technology During Teaching French Language Grammarian Skills

The article describes the methodological basis of "Techno-R" technology, its substantive and procedural aspects. In the content aspect the technology "Techno-R" consists of eight blocks designed to develop the communicative competence of trainees. The communicative language competence consists of four blocks - vocabulary, grammar, phonetics, spelling, and speech is also represented by four blocks - speaking, listening, reading and writing. Each block has its own peculiarities in the content aspect, but the procedural aspect of the technology is one for all blocks. The technology includes the setting of an educational task, an indicative basis for speech actions, task performance training, carrying out control actions and competence level determination that is being developed. The authors set out an experimental study to teach grammatical skills of French language on the basis of the technology being developed. Empirically obtained data, subjected to statistical processing on the basis of Student's t criterion, demonstrate the value of T criterion > 3.3, which indicates the reliability of the conclusions about Techno-R technology effectiveness. In the article the authors made conclusions about the peculiarities of the abovementioned technology, its correctional nature, the combination with the known pedagogical technologies, the availability of language problems, creating the conditions for the transfer of grammatical skills and the production of student self-esteem in language competence development that stimulates the motivation of learning.

Young EFL Learners’ Processing of Phrasal Verbs: An Experimental Approach

Research has shown that EFL learners face specific difficulties when processing phrasal verbs, mainly due to the fact that identical or similar expressions rarely exist in their mother tongue. Though some studies on second language acquisition have explored the development of figurative language competence and the strategies employed for the interpretation of phrasal verbs, limited research based information is available as regards the relationship between such a processing and learners' reading comprehension performance according to their level of English language competence. This paper reports on a one-year study that aimed at investigating the development of young learners’ reading competence in relation to comprehending phrasal verbs. A total of 50 young EFL students aged 9 to 12 years old took part in the study. The findings could provide practical guidance to EFL instructors, material developers and test designers with regard to the type of reading comprehension difficulties EFL learners face when exposed to phrasal verbs while learning English as a Foreign Language.

ORGANIZATION OF INDEPENDENT STUDENT WORK BASED ON STUDENT BLOGGING ACTIVITY

Introduction. Today, the students’ personality traits and increasing their motivation to self-development are the most complex and urgent problems in foreign language training at higher technical university and in the system of higher education in general. According to the authors, the technology of student blogging is a means for addressing these issues, despite the lack of research on its methodology. In that regard, there is a need for further studies on information and communication technologies (ICT) application by promoting independent student work. The aim of this paper is to present the developed model of organization of bachelors’ independent work through educational blogging; to fulfill educational potential and to prove the efficiency of ICTs application in education taking into consideration professional foreign language competence development of future specialists in tool making. Methodology and research methods. When designing the model, the basic considerations of the following methodological approaches were considered: competency-based, personal-oriented, activity-based, thesaurus, and qualimetric; the listed above approaches enable to realize the principles of individualization, professional orientation, integrity, self-organization and interactivity in the performed work. The method of group expert assessment, as the leading one in pedagogical qualimetry, was chosen as the main method in the research undertaken. The methods of modeling and pedagogical experiment were involved. Results and scientific novelty. The structure of professional foreign language competence (including communicative, cognitive and subject components) of future toolmaking bachelors is identified. The development of the competence formation model among students is described in detail: having studied independently the subject topic, the students post the material. Pedagogical conditions and didactic guidelines for the model realization are formulated. The developed model, unlike many other models based on using ICT in foreign language teaching, takes into account the necessity of professional orientation of students’ foreign language self-learning. The model involves the use of thesaurus approach to enrich the learner’s vocabulary; and qualimetric approach to identify the level of their professional foreign language competence development. The developed model and the technology of student blogging were successfully tested as a part of pedagogical experiment at M. T. Kalashnikov Izhevsk State Technical University in the 2016−2017 academic year. Practical significance. The materials of the present investigation can be useful for teachers to organize independent student work. The technology of student blogging can be generalized and adapted to a wider range of higher education training programs.

Psychodidactic approach in the development of language competences in university students within blended learning

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective and cognitive features. The selection of the education website was based on findings gained from the language needs analysis. The level of students’ language competence representing the cognitive component was diagnosed based on their results in the placement tests in the DIALANG language website. Many students showed progress in language knowledge by the end of the semester. Results were higher than students had expected and enough to encourage further research. The affective part is discussed in the modified expectancy model of motivation that was designed and applied. The psychodidactic approach used in the research met students’ motivational and emotional needs without sacrificing their improved competence in language development.

Projektno učenje - veza između nastave stranih jezika i ekološkog obrazovanja

Modern foreign language teaching is increasingly striving to create conditions where students can work collaboratively, where they can be active and motivated, gaining autonomy of learning, and developing a critical thinking about certain social problems. One of the methods that enables them to work together on certain activities are projects. By learning and adopting a particular foreign language, through the teaching based on projects, both teachers and students become researchers who solve problems, practically act, using language skills and getting acquainted with new topics, among which the theme of the environment is highlighted. Through planned projects, activities and collaborative work, foreign language learners can deal with current environmental problems with mentoring of teachers, and thus to some extent influence their own development of ecological awareness, which is of great importance for every individual in a society that strives to our planet continues to be preserved. Therefore, the aim of this theoretical paper is to point to the interdisciplinary approach that is reflected in linking the topics of project learning, foreign language teaching and ecological topics and problems in order to positively influence the development of language skills and competence in foreign language learning, but also on encouraging the development of ecological awareness of all students.