Foreign Language In Order Research Articles

USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
 The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages ​​in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

Practice of Using Academic Role-Playing Games at Classes of Foreign Language in Order to form Soft Scills of Students

The article describes practice of using academic role-playing games at classes of Foreign Language in order to develop soft skills of students. Role-playing game is a means of developing soft skills, when observing such principles as: the use of a language as a complex system rather than a set of grammatical and lexical phenomena; the use of a language as a means of communication, and consequently, creating more content-centered than formal teaching and training materials, that are focused on communication; creating practice-oriented situations at classes, training not only subject knowledge and hard skills but social skills as well. The article presents a description of training materials, tasks, methods and forms of work.

Дистанційне навчання іноземної мови за професійним спрямуванням

The article considers the possibilities of using and ways of implementing various ICT tools and means for organizing distance learning English for specific purposes of students of the Information Technology Faculty. We give examples from practical experience in organizing the educational process by using the Moodle online learning platform during the final control and exam testing, tips to avoid cheating in answering control questions; in organizing debates and discussions using the Forum; in creating a glossary, filling up and expanding it by student collaboration; in conducting online classes via Google Meet with the possibility of recording and reviewing them by students; in discussing PowerPoint presentations during online meetings; as well as in grouping students and messaging through the Telegram messenger for educational purposes and for solving organizational issues. Thanks to that, it's possible to implement a comprehensive approach for organising a distance learning process for studying a foreign language in order to build professional communicative competence and improve the quality of students' knowledge. The following research prospects on this scientific and methodological problem are determined: the need to compare online training platforms, programs for organizing video calls, instant messaging services and the conduction of experiments to determine the efficiency of various means of information and communication technologies.

"Psychological Content of Effective Means of Teaching a Foreign Language in Order to Form the Intercultural Competence of Learners of Different Age Groups"

У статті описано психологічні умови, що стосуються особливостей шкільної освіти, навчальних програм і планів, які мають бути спрямовані на формування міжкультурної компетентності учнів різних вікових груп. Запропоновано психологічні рекомендації, які, на думку авторів публікації, є досить корисними для вчителів з огляду на складання ними індивідуальних планів своєї професійної діяльності. Вивчено європейський досвід структурування та розвитку соціокультурної складової змісту викладання англійської мови з метою формування міжкультурної компетентності учнів різних вікових груп. Авторами статті запропоновано найефективніші методи навчання, що значною мірою впливають на становлення міжкультурної компетентності учнів різних вікових груп. Цими методами є: опис психологічних умов навчання учнів, особливості шкільної системи, зміст навчальних програм і планів; запропоновано корисні для вчителів рекомендації з метою актуалізації міжкультурної компетентності учнів різних вікових груп; вивчено психологічні особливості структурування навчального матеріалу з метою наголошення на соціокультурному змісті викладання англійської мови, що, в свою чергу, фасилітує становлення міжкультурної компетентності учнів різних вікових груп; запропоновано ефективні методи навчання, які значною мірою впливають на формування міжкультурної компетентності учнів різних вікових груп. У статті представлено необхідне навчальне обладнання, яке є найбільшою мірою ефективним для вивчення школярами англійської мови. Зазначено, що серед основних вимог щодо структури та змісту підручника є такі: підручник має передбачати послідовність презентації навчального матеріалу від одного уроку до іншого; зміст підручника має бути комунікативно зорієнтованим; кожен параграф підручника повинен мати чітко структурований зміст, навколо якого організований увесь матеріал (ідеться, зокрема, про типові фрази, теми тощо); у структурі підручника має бути закладено домашнє завдання; структура та зміст підручника повинні забезпечувати одночасне оволодіння навичками як усного, так і писемного мовлення. Було показано, що найбільшою мірою мотивована фонограма використовується з метою навчання аудіювання; фонограма повинна враховувати: забезпечення комунікативно зорієнтованого навчання на основі широкого використання мовленнєвих зразків (або паттернів) раціонального представлення та фіксації мовленнєвих зразків (наприклад, розмовних моделей, типових структур); уведення мовленнєвого матеріалу в діалогічні висловлювання; демонстрацію пісень і фрагментів художнього читання у виконанні носіїв мови; проведення аналізу записаних учнями кіноповістей; зміст аудіовізуальних посібників. Лише за таких умов можна сформувати міжкультурну компетентність учнів різних вікових груп.

ИГРОВЫЕ ТЕХНОЛОГИИ КАК СРЕДСТВО ПРОФЕССИОНАЛЬНОЙ САМОРЕАЛИЗАЦИИ СТУДЕНТОВ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ

Statement of the problem. The article identifies and analyzes the problem of effectiveness of game-based technologies in teaching a foreign language in order to form the elements of personal development of university students, important for their professional self-realization at the university. The purpose of the article is to prove empirically the influence of game-based technologies on the growth of elements of personal development that are important for the professional self-realization of students. The research methodology implies the analysis and synthesis of research works of international and Russian scientists recognized by the scientific community and the experience of teaching foreign languages to students of various fields of training through the introduction of game-based technologies in the educational process, as well as a description of experimental work, including a formative experiment. Research results. According to the results of the study, the leading role of value-semantic, motivational-necessary and functional-regulatory components of professional self-realization is established and the hierarchy of individual properties of student’s personal subjectivity is determined. It is proved that the structure and content of criteria-cognitive, motivational and practical activities set in the study dominate the process of self-improvement of the student and change the integrity of professional self-realization as a process characterized by peculiarities of manifestation in educational and professional activities and, as an integrative personal formation, represented by the structure of personal properties of subjectivity, and focused on the implementation of the strategic goal of professional fulfillment. Conclusion. The three-year experiment confirmed the assumption that for the development of personal qualities and characteristics, such as professional self-realization, it is necessary to implement pedagogical conditions with the help of game-based technologies of continuous (integrative) learning. Game-based teaching method for the creation and implementation of pedagogical conditions of all types should be designed as a model that includes all educational components in the cultural educational environment to stimulate professional self-realization of students. At the same time, in the process of implementing pedagogical conditions with the help of game technologies, it is necessary to take into account self-organizing processes that force both students and teachers to go beyond the education of one discipline. As the problem under study is complex, further work is needed to ensure interdisciplinary approach to broaden research horizons.

Международная научная конференция «Взаимодействие языков и культур» (Челябинск, 28–30 мая 2018 г.)

The paper provides an overview of the international academic conference Language & Cultural Interaction held on May 28–30 in Chelyabinsk. This landmark event for the linguistics brought together scientists not only from Russia and China, but also from the neighboring and other countries. Since the reports of eminent scientists deserved the attention of all participants, the conference program included four plenary sessions. The conference resulted in a signed memorandum of understanding concerning the development of cooperation between the Institute of Linguistics and International Communications of the South Ural State Research University, SUSU, and the Tianjin Foreign Studies University (China), including sharing experiences in the current areas of modern linguistics, cultural linguistics, pedagogical anthropology and methods of teaching foreign languages in order to develop regional and international scientific cooperation.

The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education

This article deals with the problem of the culture of professional self-realization of Russian students in the process of university education at the present stage. The role of information and communications technologies is revealed, in particular the interactive technology of self-regulation developed by the authors, as a necessary pedagogical condition for the successful professional self-realization of students. The paper describes the interactive technology of self-regulation formation used in teaching a foreign language in order to improve the educational process. The paper provides an analysis of the current state of the classroom educational environment in teaching a foreign language in order to determine the possibilities of improving the educational process. The main goal of the interactive technology of self-regulation formation is to optimize and intensify the activities of students in the classroom and extracurricular activities. The interactive technology of self-regulation formation in a nonlinguistic university was applied in the proposed work. Special attention was paid to the problem of structuring and the algorithmization of independent work. Ways for increasing interactivity are revealed, and an algorithm for teaching and speech actions in interactive mode was developed. It was established that the introduction of structured algorithmization using the interactive technology of self-regulation formation could be effectively used for teaching poorly prepared students. It has been established that the culture of professional self-actualization for modern students is directly dependent on the quality of online interaction with a university teacher. It was revealed that it is the student’s awareness of the objectives of learning interaction and ways for its implementation that allow him to competently perform his academic work, which in turn contributes to the actualization of personal professional qualities that are required by a university graduate for successful implementation in the future.

The impact of migration on political, social, cultural and economic stability in Europe

The article analyzes the influence of migration processes on political, social, cultural and economic stability in Europe. Considered the components of the immigration policy of the EU. The main purpose of the article is to study the factors leading to the intensification of migration processes and their impact on the social, political, cultural and economic consequences for the country; studying the mechanisms of legal regulation of the problem of migration. As a theoretical basis of the work selected studies of domestic and foreign scientists in the field of migration. As a methodological tools used general scientific research methodology: a method of analysis and synthesis, the laws of inference. In the article, we single out the reasons that prompted intellectual emigration, or «brain drain.» Economic factors are important here: unsatisfactory wages, poor material and technical base of theoretical and applied research, insufficient access to the achievements of foreign colleagues and contacts with them, caused by limited fundingof scientific and technical activities. Political reasons mainly exist when it comes to forced emigration,which causes flows of refugees of various kinds. One of the types of political reasons for emigration areethnic intrastate conflicts and civil wars implicated in class, regional, ideological contradictions or powerstruggles. Educational reasons include the desire to get an education abroad, inaccessible at home, toimprove their professional qualification level, to learn a foreign language in order to use their educationin the prospects for further development both at home and abroad.Key words: migration policy, migration processes, the European Union, stability.

On improving the quality of modern higher education and spiritual and moral education of youth: german and other european experience

The relevance of the study has two sides — individual and general. In its essential aspect, it is the development of achievements of predecessors by consistently taking into account the latest data on trends and changes in the interconnected spheres of education, economics and culture. In the individual aspect, it is about improving the professional means of improving the efficiency of teaching foreign languages in order to form students with a high level of linguistic-professional competence. Public relevance is the goal of educating young people in a new patriotic direction, because today, due to various global influences, the classical principles of life in the agrarian system (in which Ukrainians have a good national heritage), created in recent centuries, or in the industrial society, are devalued due to various global influences.The purpose of the study in a broad sense was to highlight the causes and consequences of the European religious Reformation as the main factor in accelerating the movement of the whole of Western Europe to the position of the world leader that previously belonged to China. We see precise tasks in the integrated analysis on the basis of the latest discoveries of many humanities and exact sciences in the educational, economic and cultural systems of Germany and other successful European states. On this basis, we hope to fulfill the public task which is to make significant proposals in the plans and practice of higher education reform in Ukraine. The methodology of the study relies on the best classical means, on the principle of historicism and the continuity of the connection between the material and the ideal, a modern multidisciplinary approach. For the highest effectiveness of the research, we will use the latest scientific data and recommendations of the innovators who collect and use these data. The results of the study mostly follow from the mentioned new discoveries. They testify that in ancientt history, in the role of locomotives of civilizational progress in the western part of Eurasia, direct descendants of the inventors of agriculture acted, among which the especially great contribution (domestication of the horse, the invention of the wheel and the efficient metallurgy of copper) belongs to the ancestors of Ukrainians from the territories of Trypillya and the Great Trypillya. It is indicated that during the existence of the Great Trypillya, future German farmers acquainted themselves with the technologies of the Great Trypillya, so the German language, through borrowed words, became part of the Indo-European family. It is noted that after the collapse of the Great Trypillya, the Germans and Slavs became neighbors along the meridian Elbe. In the age of steppe invasions, future Ukrainians and Germanic tribes did not get in contact, and the influence of the Roman Empire was mostly experienced by western lands. Emphasis was placed on the evolution of ideological, religious and other paradigms in the territory of Germany after the collapse of the Holy Roman Empire, which determined the development of the nation for the next hundreds of years. The religious and philosophical paradigmatic origins of those unique features of culture and education that during the nineteenth century were emphasized. brought Germany to the position of the scientific and technological leader of the world. The high role of German neo-humanism and the Berlin Research University were noted. In the final section, special attention is paid to religious issues and to the destructive impact on social and other processes in the German immigration flows of Islamists. The conclusions focus on the competition of several important paradigms in the education of modern Germany and the proposals made to incorporate German experience in legislation and the use of the Bologna process. An important caution is made regarding the choice of Germany's strategy for the development of the scientific and educational complex 'within the framework of the Lisbon project (2000). This country has become a world leader not only in alternative energy, but also in the implementation of the fourth industrial revolution. We consider an example of this leadership like the regular world conferences in Davos, which involve the majority of influential politicians and economists (in particular, from Ukraine)

The Analysis of the Structure “There Is No More Y than X” “没有比X更Y的(了)” and the Study of Teaching Chinese as a Foreign Language

The subjective structure with comparative structure is one of the commonly used structures in modern Chinese spoken language. It is highly subjective with a large number of subjective structures. This paper makes a detailed analysis of the structure of “There is no more Y than X” from the aspects of syntactic function, semantics and pragmatics. From the perspective of structure grammar theory, this paper discusses the construction method of Chinese as a foreign language in order to provide some reference for Chinese teaching.

Technology-enhanced language learning: Recent developments and what to expect next

One of the key characteristics that are expected from a contemporary instructor is being able to creatively implement innovation in his/her day-to-day teaching activities. An example of such innovative approaches to teaching is the integrated teaching of, for instance, STEM subjects with foreign languages (FL). The latter can be successfully achieved via technology-enhanced learning (TEL) approach. Currently, there are numerous apps and platforms available or still being developed for teaching STEM subjects, which could be combined with learning FLs in order to ensure successful learning outcomes even more. However, the full educational potential of TEL tools for teaching FLs should be investigated and disclosed beforehand. To this end, the present paper provides an overview of the most recent developments in technology-enhanced language learning (TELL). It firstly surveys state-of-the art and then gives an insight into what to expect from the near future studies on TELL.

Code-switching on Facebook in Denmark and Lithuania

This paper examines and compares Danes’ and Lithuanians’ code-switching on Facebook. Currently Facebook is one of the most popular social media platforms, where a lot of human communication occurs. The language on such platforms is similar to spoken language in its informality, yet it is written and is therefore at least somewhat planned. This research was carried out by collecting status updates and their respective comments from Facebook profiles of six well-known people (three people from each country) and their followers. Based on the quantitative and qualitative analyses, it seems that the way Lithuanians and Danes switch codes is mostly universal and used to achieve similar purposes. The most common foreign language for code-switching in each dataset was English. Both Danes and Lithuanians switched between their respective native and foreign languages in order to mark discourse, emphasize a point, attract reader’s attention, show identity and refer to a different context. However, while code-switching between the native language and English was used for all these purposes, other languages were chiefly used to refer to different cultural contexts. In the future, more research on how Lithuanians code-switch on Facebook could be carried out, possibly focusing on smaller groups of people, and thus being able to make ethnographic observations.

Значение устных упражнении в овладении курсантами коммуникативными навыками

The article deals with the need for cadets to develop everyday communication skills in a foreign language in order to develop communicative competence and improve the efficiency of the process of training cadets of Russian Ministry of Internal Affairs.
 To achieve this goal, it is necessary to increase the knowledge of cadets and develop methodological techniques that ensure the development of conversational skills in the volume indicated in the program.

The study of foreign languages in England: uptake in secondary school and progression to higher education

ABSTRACTThe decline in the numbers of students learning foreign languages in secondary schools in England, together with the low and decreasing number of top grades in these subjects, has raised concerns among educationalists, employers and politicians in the last few years. The aim of this research was, therefore, to investigate the uptake of and progression in foreign languages in order to better understand the challenges these subjects are facing and their position in schools and universities. The analyses presented in this article showed that that the number of 16–18 year old students choosing to study a language continues to decline. However, combinations of languages with science subjects and with mathematics were relatively popular. Regarding progression, achieving good grades in language subjects was one of the factors with greatest influence on continuing to study language subjects (e.g. in higher education). However, performance in languages was, in general, worse than average performance at school. The research concludes that the current position of languages in schools in England might lead to very low levels of participation in the learning of languages other than English by the end of compulsory education. This will have an impact on higher education provision and languages, an already vulnerable area in higher education, is likely to become more so.

Case studies as one of the communication methods of foreign language teaching law students

The article deals with the problem of «case» in methods of teaching foreign languages. Considerable attention is paid to finding out features of using case studies during training law students a foreign language in order to maximize communication approach of classes. The papers contain examples of the use of case studies in classes of law students to train speech (monologue, dialogue speech) and speech preparation (formation of lexical and grammatical skills) activities.

O trabalho com o gênero discursivo "perfil": relato de experiência com alunos de ELE e PLA

Partindo do pressuposto de que a forma como nos comunicamos se dá por meio de enunciados, concretizados nos gêneros discursivos (BAKHTIN, 2015), estes devem ser considerados no trabalho com as línguas estrangeiras, a fim de possibilitar aos alunos que façam uso do idioma em diferentes contextos de comunicação. Dessa forma, neste trabalho, definimos o que é gênero discursivo e discutimos as especificidades que devem ser consideradas ao realizar um trabalho com os alunos a partir de gêneros. Por fim, por meio do relato e da avaliação de uma atividade com o gênero discursivo “perfil”, analisamos como ocorreu essa transposição didática para a sala de aula. Essa atividade foi aplicada em duas turmas da UFMG, uma de língua espanhola, para alunos que estão na graduação em Letras e outra de português como língua adicional, para alunos que estão realizando seus estudos no Brasil.

Engineering Discourse in the Structure of the ESP Training at Southern Federal University

This paper discusses the essentials of engineering discourse in the structure of the ESP training at Southern Federal University (SFU) (Taganrog, Russia). The purpose of this paper is to justify critical rethinking of existing programs of technical students training in foreign languages at SFU taking into account the increasing role of engineering discourse in the professional socialization of future engineers and to enable them to integrate into the international professional community. The undertaken analysis strives to find the way to change the teaching practice of ESP. There are two levels of foreign language acquisition at SFU. At the first level students study any foreign language in a context of the general language. And at the second level they get conceptual knowledge to acquire scientific and professional terminology of any foreign language in order to become a professional language personality. To support these objectives a series of text books on ESP courses (Computer Engineering, Radio Engineering, Electronic etc.) have been developed at the foreign languages department SFU. The textbook Computer Engineering has been considered in details in this article. The authors have suggested directions in which the discourses of engineering education and practice need to change so that the engineering profession can achieve the goals stated in its professional codes.

PEDAGOGICAL SUPPORT IN DEVELOPING STUDENTS’ PROFESSIONAL COMMUNICATION COMPETENCE WITHIN THE FRAMEWORK OF A SCIENTIFIC PROFESSIONAL PROJECT IN FOREIGN LANGUAGE

The present paper describes the problem of developing students’ professional communication competence within the framework of scientific professional project. The motivation for the study is an urgent need to enhance students’ scientific activity in a foreign language in order to join the global scientific community. The concept of pedagogical support of developing this kind of competence is specified and the model of pedagogical support of developing students’ professional communication competence within the framework of scientific professional project is worked out. The model focuses on encouraging students’ scientific activity in a foreign language in the form of papers and reports. Two stages of pedagogical support (preparation and realization) are described in detail for the three levels of education participants’ interaction: interaction of professors with professors, interaction of professors with students and interaction of students with students. Professors and lecturers of both majors and foreign languages can use the model.

Towards a comprehensive concept of Willingness to Communicate: Learners' predicted and self-reported participation in the foreign language classroom

Abstract In modern language teaching, it is assumed that students need to be Willing(ness) to Communicate (WTC) in the second or foreign language in order to learn it, and therefore, students' oral participation in class is a desired – and expected or even required – behavior. However, there are social, contextual and individual variables that influence students' decisions to speak up or remain silent when the situation calls for spoken participation in class. This mixed-methods study investigates L2 use and classroom participation practices of German-as-foreign-language learners; their predictions and expectations regarding their own participation during the foreign language class; and the reasons behind their actions according to their own accounts. Students answered an in-class survey administered at different points during four lessons sampled throughout an academic semester. Using stimulated recall interviews, focal participants were asked to explain their reasoning for speaking or remaining silent at specific moments in the class meetings. Findings revealed a link between predicted and self-reported participation that developed progressively as a result of a combination of factors, such as alignment with classroom norms, the teacher's expectations, students' speaking goals, and motivation among others. These findings provide a new understanding of WTC and bear pedagogical implications for teaching.

Technology of Students’ Professional Competences Formation While Teaching a Foreign Language

The Russian education system nowadays passes a reforming stage, influencing a transition of state standards of higher education to a competence-based format. It means definitions, classification, the contents and estimation of competences are specified. While teaching a foreign language it is possible to form and improve not only proficiency in language and culture, but professional communication of future specialists, to develop initiative personality, ability to work in a team and getting ready to life-long learning. Pedagogical monitoring of higher institutions entrants’ communicative, organizational, reflexive, informational and other general and educational skills level came back with rather low results. This paper introduces the technology of teaching a foreign language in order to form professional competences. The technology involves the use of technological cards to train self-determination, cognitive, analytical and practical abilities. For monitoring their professional competences, their levels of motivation, their progress and changes in behavior, students themselves imply the proposed indicators.