Language Training Of Students Research Articles

Філософський вектор іншомовної підготовки студентів-філологів (кінець ХХ – початок ХХI ст.)

The article analyzes the processes that affect the training of future professionals in higher education institutions and highlights the philosophical and cultural principles of foreign language training of students of philology. It is about the conditionality of the issue of foreign language training of students of philology by the tasks of intercultural interaction, international integration and partnership, which is ensured by the balance of material and spiritual factors of development of peoples and nations. Foreign language training is an important factor in intercultural communication, aimed at ensuring the European integration of Ukraine, needs to adapt to appropriate educational conditions. The author calls the openness of Ukrainian education, as well as the priority of national interests in the process of intercultural interaction an important condition for cultural integration; the need for transformations of higher education in both substantive and procedural aspects on the basis of personal values.
 It is claimed that the renewal of education is carried out under the condition of revision of its content, its structure, procedural norms and results of mastering the program material and its value characteristics. The purposeful nature of higher education is determined by the social order of the state, which expresses public opinion and the purpose of educational activities, choosing certain competencies as the main categories of educational programs and determining the relevant learning outcomes.
 Among the factors of transformation of the higher education system in Ukraine, the scientist mentions the construction of integrated educational programs, development of common criteria for creating comparable qualification requirements, adoption of standards for assessing the quality of training of specialists with higher education which causes changes in the purpose and content of educational activities and, in turn, requires appropriate program and methodological support.
 Restructuring of foreign language training of students of philology is associated with the formation of its content, as well as the creation of new educational and methodological complexes designed to ensure this work in higher education institutions.

An integrative approach to teaching foreign languages at school

This article examines and discusses ways to apply an integrative approach in teaching and some fundamental issues related to the language training of students at school.

Pengaruh Pelatihan Bahasa Inggris Terhadap Kemampuan Komuniaksi Siswa Siswi di SD N 4 Tuban

English Language Training for Students at SD 4 Tuban is one of the studies with the aim of improving students' abilities and competencies. It is one of the public elementary schools located in Kuta District, Tuban Village, Badung Regency. As one of the outstanding public elementary schools, it always maintains its good name and achievements through the performance of the teachers and their students. English as one of the compulsory subjects in addition to Balinese and Indonesian, is something that must be mastered by students considering that Badung Regency is one of the regencies that is famous for its tourism. The results of the study show that the use of the direct method, with game techniques and practice in pairs really helps improve students' creativity in communicating using English. Through this activity the students get a good learning experience, increase their confidence, and also improve their speaking and listening skills.

A Metagraph Model оf Cyber Protection оf аn Information System

The aim of this article is to present a developed metagraph model which serves to verify the minimum requirements for cyber security in web-based student information management systems. The model presents the correlation between cyber attacks and cyber defense of the system. The protection is based on a created model for cybersecurity 3-12 and is divided into 3 categories – software, server and information system users. The most common 9 cyber attacks on automated information systems have been selected. Twelve countermeasures to these attacks have been selected. The application of the metagraph model is used to check whether the system meets the requirements of the model 3-12. The developed information system has been tested in foreign language training of students at Nikola Vaptsarov Naval Academy. The developed metagraph model can be applied to other information systems.

Modern approaches to teaching Japanese at a language university

Modern approaches to teaching Japanese at a language university are analyzed in the article. It has been revealed that a significant place is given to the formation of foreign language communicative competence within the framework of the issues of teaching the Japanese language. The JF Standard for teaching and assessment of Japanese language progress was developed by the Japan Foundation. It is based on the CEFR principles. It has been proved that it is required to have an idea of the Japanese lifestyle in order to implement efficient communication in the oriental language, traditions, and customs. Therefore, compulsory regional knowledge is an integral part of the foreign language training of students.

Innovative Trends in the System of Language Education in the XXIst Century

The article analyzes the problem associated with the quality improvement of professional training of foreign language teachers in the conditions of digitalization of Language Education. To achieve this goal, it is necessary to train competitive specialists in the field of intercultural contacts who are fluent in their profession at the level of international standards. The quality and level of foreign language training in higher education are determined by the teaching staff, who are the carriers of the ideology of updating language education. Today, the digitalization of language education has brought the foreign language training of students to a qualitatively new level, which allows not only to raise the culture of teaching foreign languages, but also to ensure the development and social adaptation of the student, and contributes to the formation of an appropriate environment for social and personal development. The quality improvement of foreign language training in higher education presupposes both the widespread use of digital teaching technologies and the mandatory consideration of the general patterns of the personality formation and individual characteristics of students, as well as the development of each student’s abilities and interests. The formation of creative thinking, flexibility, initiative and versatility, the ability to quickly respond to changes, as well as creative search in solving professional problems are especially relevant in the education and training of foreign language teachers. The article examines significant innovative trends in the system of higher education, which make it possible to train a competitive specialist who becomes the main indicator of the quality of university education.

PROBLEMS OF TEACHING THE DISCIPLINE «UKRAINIAN FOR PROFESSIONAL PURPOSES» FOR STUDENTS OF ECONOMIC SPECIALTIES AT HIGHER EDUCATION INSTITUTIONS

The article analyzes the problems that arise when teaching students of economic specialties, in particular: limited lexical components, ignorance of professional terminology, lack of communication skills, psychological and communicative barriers. Violation of the norms of the Ukrainian language use is outlined. The theoretical basis was the work of linguistic didactics, who emphasized that business language is a dynamic phenomenon that a specialist must constantly study, while researching and improving their own competencies. It is noted that the program in the discipline "Ukrainian for professional purposes" should acquaint students with the basics of professional language culture, the specifics of oral and written modern literary language, direct to study the terminology of the chosen specialty, develop skills in modern documentation and motivate to improve language and speech competencies. A list of tasks that can be used during practical classes to avoid errors is identified. Such tasks included: memorizing the correct accents of both professional terms and words of common vocabulary; work with texts, namely: elimination of lexical errors by choosing the right option; correction of spelling errors in the given texts; placement of missing punctuation marks in texts of official business, journalistic and scientific styles and their fragments; selection of Ukrainian equivalents to words of foreign origin; determining the correct endings in the genitive case of nouns; ability to translate narrow and interdisciplinary terminology into Ukrainian; preparation of professional documents. An important stage of language training of specialists in economic specialties is the knowledge and observance of the modern Ukrainian literary language norms in both oral and written speech. It is also pointed out that students should be aware that studying the state language is closely related to their personality and interests, and not to the methods and teaching aids used by the teacher. Keywords: norms of modern literary language, oral professional speech, professional culture, culture of professional speech, language training of students, teaching aids.

Experience in organizing the cadets’ practical training by means of the discipline “Foreign language”

Nowadays practice-oriented learning in higher education is fixed as a legal norm in Russian legal system. The legislator emphasizes the importance of developing students practical skills while they are at the higher school. Primarily it deals with specialized subjects of educational programs. Nevertheless, general studies, which include a foreign language, should also cover specialists/bachelors practical training.
 There is a need to determine the possibilities of organizing practical (professionally-oriented) language training for students of educational organizations of higher education. We see the improvement of the practical component of the discipline Foreign Language in the possibilities of interdisciplinary integration of the course material. This task is solved by selecting typical situations of business communication, clarifying the terminology necessary for elementary foreign language communication, and determining the appropriate teaching forms, methods and techniques.
 The purpose of the paper is to present the experience of organizing the cadets practical training within higher education settings of the Federal Penitentiary Service in foreign language classes. The proposed materials are developed with the specifics of the program being mastered in mind.
 The research is based on systematic and functional, activity, competency-based and humanistic approaches. The normative documents study and the generalization of the higher learning mass pedagogical experience made it possible to systematize and plan one lesson in this course.
 Methodological foundations, empirical and theoretical research methods allowed us to determine the logic of in-class learning, a set of training tasks, to specify the forms of the cadets classroom activities (shift groups working) and the principles of evaluating the learners success.
 The proposed version of the lesson allows you to activate the mechanisms of cadets professional self-identification, promotes the formation of their personal and professionally significant qualities, helps to master legal terminology and apply it in oral communication, as well as to get an idea of the similarities and differences between the legal systems of Russia and the countries of the studied language.
 The author also formulated a number of problems related to the cadets practical training by means of a foreign language.

ДИДАКТИКА РОБОТИ З ВІДЕОМАТЕРІАЛАМИ У ПРОЦЕСІ ВИВЧЕННЯ НІМЕЦЬКОЇ МОВИ

The article considers the linguadidactical possibilities of using video materials in the educational process and substantiates the expediency of their use in German language classes. It is established that working with video materials mainly promotes the development of skills and abilities of listening and speaking, as well as actively contributes to the formation and further development of socio-cultural competence. The use of video in the classroom allows to individualize learning and intensify the selfdirected work of students. The introduction of video materials in the classroom also provides opportunities to create an artificial foreign language environment at any time and stage of study, adds a sense of realism, and promotes the development of audile and memory. Recently, there has been a notable increase of interest in educational videos as an effective means of teaching a foreign language, and the effectiveness of using video in German classes depends on the level of language training of students, thorough thematic selection of films and educational goals. The potential of videos is fully exploited if you integrate different activities. The most active and truly creative form of modern video work is the independent creation and viewing of video episodes. Working with video removes even a small risk of passive-receptive consumption of information, as well as increases the role of independent creative work. Preparatory explanatory conversations about the video are more useful than watching and working on the video itself, which can often only be an occasion for real communication and facilitate further understanding of the film. In addition, the effectiveness of foreign language teaching by this tool is also facilitated by the technical capabilities of video. Methodological processes based on the perception of image and sound can be used to achieve various goals of educational activities, development of creative abilities and skills through exercises for commenting and making dialogues. The use of video contributes to a more effective coverage of new language and subject material, strengthening and practical application of knowledge, the formation of receptive capabilities, executive skills and productive word use. Also, the use of video materials introduces elements of novelty, significantly expands and diversifies classes, increases cognitive activity and motivation of students, interests them in learning a particular topic and a foreign language in general

ПРОСВІТНИЦЬКА ДІЯЛЬНІСТЬ ЯК НАРІЖНА ОРГАНІЗАЦІЙНО-МЕТОДИЧНА ЗАСАДА ФІЛОЛОГІЧНОЇ ПІДГОТОВКИ СТУДЕНТІВ ЛЬВІВСЬКОГО УНІВЕРСИТЕТУ (ХІХ – ПОЧАТОК ХХ СТ.)

History of formation and development of Ukrainian philological education in Western Ukraine in the second half of the XIX – early XX centuries is associated with the Jan Kazimierz University of Lviv. The Rus Trinity founders, M. Shashkevych, Ya. Holovatskiy, I. Vahylevych and other well-known writers and scholars, who stood at Ukrainophile positions and created first textbooks in Rusyn language, advocated the introduction of Ukrainian phonetic spelling and greatly contributed into this process. In the second half of the XIX century within the Faculty of Philosophy (Department of Philology) of Jan Kazimierz University of Lviv, significant changes are taking place in the language training of students: emphasis is placed on comparative linguistics, study of Slavic languages (Polish, Bulgarian, Old Slavonic and Czech), Romance languages (this was facilitated by the creation of appropriate departments), as well as Oriental languages (Hebrew, Aramaic, Arabic, Babylonian, Sanskrit, Old Armenian (grabar)). Students of philology received a thorough language training, which was facilitated by a proper academic environment, a powerful philological school. The development of ethnography in Galicia was studied as a separate scientific field. The Ethnographic Society, created by the famous scientist A. Kalin, was of a complex nature. The end of the XIX century was marked by the creation of a special intellectual and cultural-educational academic environment. The next decade was a period of active search for Ukrainians to implement the idea of creating a Ukrainian university in Lviv. This was caused not only by well-known politicians, public figures, teachers, but also writers, scientists (members of NTSh), students (“Academic Brotherhood”, “Vatra”, “Academic Community”, etc.) of Lviv University. Public initiatives of Ukrainian students and teachers of Lviv University were of great importance for the establishment of the idea of national university education among Ukrainians. It created a good basis for the promotion of universities, helped with finding a model for creating and developing a “separate” Ukrainian university. It was implemented in 1921 when Ukrainian secret university in Lviv was established. The philological training of Ukrainian students under the conditions of the “University in the Catacombs” (1921–1925) needs further scientific research.

Improving the level of development of speech competence of students in higher educational institutions through the implementation of the author’s program

The developed method was tested at the Moscow State Regional University. As a result of its testing, the authors identified the reasons for the development of students ‘speech competence and described the necessary methods to improve its level. The analysis of the obtained data showed that in the experimental group, the level of development of speech competence after the implementation of the program for the formation of speech competence of students significantly increased in comparison with the results obtained in the control group. These data demonstrate a gradual change in values in the direction of improving the level of speech and language training of students from the first year to the third. In the course of the study, a pattern was formulated, which consists in the fact that the level of speech competence depends more on the creation of the necessary conditions for the professionalization of speech activity. The author’s program widely uses texts of a professional nature, as well as tasks aimed at developing skills and abilities to work with analytical information, with professional service documentation, compiled mainly in official business, scientific styles. The presented didactic material for classes is mainly compiled from professional texts in order to familiarize students with the specifics of these texts and develop skills and abilities to work with such materials.

Культурологические подходы к организации учебно-образовательного процесса по иностранному языку студентов ИТ-специальностей

We consider some culturological approaches in relation to the profile-oriented foreign language training of non-linguist students at the higher school. The planned result of foreign languages teaching is currently described through the concept of foreign language communicative competence, which considers the personality of a student as a set of specific subject skills, knowledge and internal abilities including those, which are related to cultural transformation of the world. The goal of teaching languages consists of four components: practical, developing, upbringing and educational aspects. The practical goal corresponds to specific language knowledge and skills. Development through the process of studying languages is realized by the means of particular methods and techniques. The educational and formative potential is achieved by straightening of the culture-orienting function of the foreign languages educational process. These concrete scientific approaches combine the consideration of the mechanisms of transformation of culture into the world of personality and, accordingly, the influence of a developing personality on changes in cultural forms. We describe general characteristics of the approaches under consideration (socio-cultural, intercultural, multicultural and cultural-axiological) according to possibilities of methodological implementation of their fundamental principles in foreign language classes on the example of students of technical specialties. We consider the described approaches from the position of strengthening the educational potential of the process of foreign languages teaching to students in higher education, associated approaches with the idea of laying the foundations of a humanistically oriented, culturally diverse society, comfortable for personal and professional self-realization. Using the described approaches is advisable to strengthen the educational and upbringing function of foreign language training of students of IT specialties.

Integrating preparation for international exams into foreign language education curriculum at university

In order to increase competitiveness of graduates not only in our country, but abroad as well, the development of the higher education system in Russia requires qualitative changes in the content of language training of students who are to be capable of integration into the global multicultural community, academic mobility, independence and constant professional growth. In this regard, there arises a question whether the quality of students’ knowledge, skills and abilities in the field of foreign language communication may comply with the requirements of international standards. The article reflects the results of theoretical research and practical experience in international exams preparation as part of foreign language instruction provided by the Foreign Languages Faculty of Kursk State University thus substantiating the hypothesis that it is possible to optimize the development of skills and abilities necessary to successfully pass international exams if the subject-related tasks and exercises are designed in their format and offered both for in-class and self-study activities. The purpose hereof is to explore feasibility of implementing effective preparation for international language exams in class without interference with the major curriculum. The scientific novelty of the research lies in the development and testing of a model of the educational trajectory leading to the formation of the competencies that meet international standards of foreign language education in graduates, majoring in languages. Having applied classical research methods analysis of publications and accumulated methodological experience, trial learning and observation – the authors came to the conclusion that the proposed approach is feasible and productive.

Professional Foreign-Language Training as a Component of Higher Vocational Education

Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.

Trends of Modern Education Development in the European Educational Space

The article summarizes that the establishment and development of common language educational space of the EU were caused by an aggregated impact of external factors in the form of social, economic, and political processes within European integration as well as by intra-system factors. Both the institutional and legal base and the open method of coordination in the sphere of language education at the EU level create difficult intra-system and external ties, providing the integrity of the educational space. The creation of a common language educational space is based on conceptual frameworks determining the content of educational policy at European and national levels. Modern trends of higher education have been analysed through the multicultural aspect of society. The assumption about the appropriateness of continuous language training of students as the basis to form skills for intercultural communication has also been made. To check the credibility of results achieved during research and development works methods of mathematical statistics have been used. They included non-parametric methods of results comparison, which according to Kyveryalg are the most appropriate while professional analysis of pedagogical phenomena. It is explained by the fact that there is a limited number of quantity indicators obtained as a result of pedagogical studies (four levels of intercultural communication skills) in the science of pedagogy. The results proved the effectiveness of the developed methodology, which is based on the implementation of context-based learning techniques while learning a foreign language (English) by students.

Психолого-педагогические аспекты обучения иностранному языку студентов естественнонаучных факультетов

The article deals with the role and place of the discipline "Foreign language" in the professional training of students of natural science faculties. The most typical reasons are identified for the low language training of students of non-linguistic areas in a higher educational establishment. In this regard, the necessity of realization of individual approach to each student taking into account his psychological and pedagogical features is proved. The dominant pedagogical principles are considered of teaching a foreign language to students of non-linguistic specialties.

Реализация языкового образовании в вузах России и за рубежом

The article provides a comparative analysis of the practice of language education in modern Russian and European universities in the course of
 studying the fundamental documents on the problem, as well as consideration of the current state, content, goals, methods and monitoring the quality of language training of students. Research methods: analysis of scientific literature on the problem; study and generalization of the accumulated pedagogical experience, etc.

К вопросу о сущности иноязычной подготовки студентов

К вопросу о сущности иноязычной подготовки студентов

The determinant of foreign language training control of the students of non-linguistic specialties

The purpose of the study is to improve the monitoring system of foreign language training of the students specialised in non-linguistic disciplines. The object of the study is foreign language training of students specialised in non-linguistic disciplines. The subject of the study is the content, forms, methods and means of monitoring foreign language training of students specialised in non-linguistic disciplines. The research methodology is based on the consolidation of theoretical methods and pedagogical observation in order to determine the concepts dealing with the features of improving the control of foreign language training of the students specialised in non-linguistic disciplines and the introduction of modern approaches. The leading provisions of the control system are proposed, where foreign language training is allocated from an array of scientific information and practical approaches in teaching a foreign language for the students specialised in non-linguistic disciplines. It has been testified that the implemented author’s system is a compulsory requirement for the further development of the scientific direction of foreign language training of students which is consistent with the fundamental data of the general theory of training specialists within higher education. The types of activities used in the process of monitoring foreign language training of the students specialised in non-linguistic disciplines which reflect the role of the object within the existing training system have been determined. The dominants which are characteristic for these students have been developed. The analysis allows us to make certain conclusions regarding the usage of testing technologies in assessing the quality of foreign language training in a modern institution of higher education, which should be adapted to the specific conditions aimed at guaranteeing the quality of control system of professional education. The technology of assessment provided the integrated conduct of control and evaluation activities based on the usage of traditional forms of control and score-rating innovative technology. The indicated activities and dominants of the system aimed at monitoring the foreign language training of the students specialised in non-linguistic disciplines are objective and structured characteristics, thanks to which it is possible to assess the quality of the acquired knowledge and acquired skills of the designated students, as well as to improve the methodology of teaching foreign language at higher education institutions, the purpose of which is student’s personal and professional growth.

Modern Approaches to Foreign Language Teaching: World Experience

Abstract The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that “communicative era” in foreign language training of students is already over and the year 2000 has ushered in a “postcommunicative era” which is characterized by reconsidering the basic features of communicative approach and trying to review the generally accepted belief in the unquestionable effectiveness of this approach. It has been noted that communicative approach, based on interactive methods of teaching and creating the atmosphere of natural language environment at class, forms the doctrine of language training in the USA, Malaysia, Serbia, Croatia and in most of West European countries. In China and Saudi Arabia communicative approach to foreign language teaching is combined with traditional method in order to develop all kinds of speech activity. It has been substantiated that minimizing grammar component of students’ foreign language training in favour of forming only communicative skills has brought to fluent but grammatically incorrect speech. It has been proved that the effectiveness of foreign language teaching to a considerable degree depends on applying the integrated training system based on traditional didactics and communicative approach.