Level Of Foreign Language Competence Research Articles

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

The opportunities of the educational process can be expanded using innovative mechanisms. The aim of the work is to determine the effectiveness of teaching because of implementing the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, and the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted of information visualisation and intellectual activity development. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that using Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on the Kirkpatrick model made it possible to establish that most students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare learning effectiveness with using Visual Mind Mapping for junior and senior year students.

Implementation of visual mind mapping strategy to improve students’ language competence

The opportunities of the educational process can be expanded through the use of innovative mechanisms. The aim of the work is to determine the effectiveness of teaching as a result of the implementation of the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted in the visualization of information and the development of intellectual activity. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that the use of Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on Kirkpatrick model made it possible to establish that the majority of students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare the effectiveness of learning with the use of Visual Mind Mapping for junior and senior year students.

Formation of foreign language competences of future tourism industry specialists by means of mobile technologies

The problem and the aim of the study. Foreign language proficiency is an integral part of the professional competence of an employee of the tourism industry. Various innovative means are used to improve the quality of foreign language training of a future tourism specialist in higher education institutions. However, their use in practice requires taking into account the specifics of tourism activities and directions of development tourism in the world. The purpose of the study is to study the features of formation of foreign language competences of future specialists in the tourism industry based on mobile technologies. Research methods. The analysis of the potential of mobile technologies, the problems of their implementation in the foreign language training of specialists who specialize in organization of tourist services is applied. When developing a system of tasks, the provisions of the professional standard of a specialist in the tourism industry, the strategy for the development of tourism in Russia are taken into account. Mobile applications are developed on the iBuildApp platform. Empirical methods (testing, analysis of the results of working with mobile applications) are used. The study involved 60 students of the Vyatka State University (Russian Federation). Training program specialization: Technology and organization of tour operator and travel agency services (level – bachelor's degree). Φ-Fisher's criterion is used to process the results of the experiment. Results. The students of the experimental group are involved in the design of multilingual mobile applications as part of the systematic work when studying the disciplines "Modern information technologies", "Digital technologies in tourism", "Foreign language". Students plan a route for a tour, work in groups on a project, use mobile solutions in educational, industrial, design-technological practice. Statistically significant differences between the experimental and control groups in terms of the level of foreign language competence were revealed (φcrit=1.64<φemp=2.912). In conclusion findings about the positive (opportunities for collaboration and project activities, cost optimization, innovative experience) and negative (dependence on foreign software solutions, high cost, technical failures of equipment and the Internet in remote areas, etc.) aspects of the impact of m-learning on the quality of foreign language training of tourism specialists are described

Adaptive higher education of linguistic students via «flipped classroom» blended learning

Introduction. According to the report of the international Organisation for Economic Co-operation and Development (OECD), one of the trends in education in 2022 is recognised as the creation of an educational environment capable of meeting the needs of diverse learners and, at the same time, forming global competencies of the 21st century, as well as being accessible and adaptable for all population groups. This person-centred approach to learning and the trend towards continuous growth in the number of students predetermine the relevance of replacing traditional teaching formats with adaptive ones. At the same time, the widespread digitalisation of education and the emergence of blended teaching models provide opportunities for implementing the principles of adaptive learning in higher education. The objective of the article is to identify the dynamics of the level of students' independence and self-control during the transition from traditional to blended adaptive teaching model, as well as to evaluate its effectiveness in teaching linguistic students. Materials and methods. The strategy of microlearning was used in modelling the learning content. To achieve the objective of the study an experiment was conducted at Southern Federal University (SFedU), Institute of Philology, Journalism and Intercultural Communication. It involved 4th year students within the applied bachelor’s program in the study area «Pedagogical education with two majors (Russian and English)» within the framework of the theoretical course «English Lexicology» from 2020 to 2022. The results of the pedagogical experiment were analysed using the nonparametric Pearson χ2 -criterion. Results. After the experimental and control group students being subjected to final double testing on identifying the level of foreign language competence and educational maturity the data analysis showed higher scores for students in the experimental group (significance level p = 0.048 < 0.05 for Final Test and p = 0.031 < 0.05 for Final Questionnaire). In the course of the research, the authors came to the conclusion that the teaching process within the «flipped classroom» model framework based on the technological adaptation of a discipline has increased the level of academic achievement in English Lexicology as well as educational maturity. Conclusion. Adaptive learning in a distance format via a «flipped classroom» model meets the maximum requirements for adaptive courses, such as the personalization of student learning with the construction of individual educational trajectories, systematic monitoring of mastering micro-themes and modules of the discipline as well as implementing controlled pedagogical influence with a facilitative role of a teacher.

Learning english through YouTube as a self-development factor for future officers

The aim of the article was to assess the effectiveness of learning English through YouTube as a factor in improving the future officers’ language skills. The study involved the following methods: survey, pedagogical experiment, Score-Rating System of Performance Control; Scale of Assessing the Need to Achieve the Goal by Yu. M. Orlov; Adapted Method of T. I. Ilina — Examining Motivation to Study in a higher educational institution (HEI); Diagnosis of the Level of Reflexivity Development by A. V. Karpov. The dynamics of change in the level of foreign language competence is very insignificant for students in the traditional form of education (control group), and it applies only to levels A1 (-8%) and A2 (+8%), that is, the lowest of the represented ones. Learning through the proposed model helps increase student involvement in foreign language learning, which is reflected in the increased number of completed assignments. The quality of education is growing, which is reflected in the increased level of student performance.

FEATURES OF PREPARING LESSON PLANS ACCORDING TO REQUIREMENTS OF THE NATO STANAG 6001 STANDARD

The article highlights the issue of developing lesson plans in accordance with NATO standard STANAG 6001. They are necessary for instructors of higher educational military establishments who work with servicemen of the Armed Forces of Ukraine, who are then sent abroad for military service in peacekeeping units, peacekeeping personnel training and need knowledge of foreign languages to perform their dutiesin English-speaking environment (listening, speaking, reading and writing) according to the requirements of the respective STANAG 6001 levels. The purpose of this article is substantiate the necessity of writing lesson plans according to STANAG 6001 standards as well as to demonstrate STANAG 6001 lesson plan to those instructors who teach servicemen at higher educational military establishments and help them to get ready for NATO language test. It emphasizes that NATO language test STANAG 6001 is not based on the program of training courses or other educational programs, as its main purpose is not to test knowledge of certain aspects of language, but to determine the level of foreign language competence. In order to teach military and prepare them to STANAG 6001 it is compulsory for instructors to have appropriate lesson plans to get a good feedback at the end of the language courses. After preparatory work and approbation in Ottawa (Canada), the author suggests an example of lesson plan according to NATO standards STANAG 6001. It includes the following items: lesson objectives, language material that has to be activated in the classroom speech activities, skills and abilities which will be formed or improved in the lesson, as well as methodological techniques, exercises, modes of work that are planned to be used to solve the tasks.

ІНШОМОВНІ КОМПЕТЕНТНОСТІ УПРАВЛІНЦІВ В УМОВАХ РОЗВИТКУ ЗОВНІШНЬОЕКОНОМІЧНОЇ ДІЯЛЬНОСТІ ПІДПРИЄМСТВ

Becoming more global and large-scale, companies' business and operational activities are increasingly not limited to the borders of a single country. In these circumstances, the effectiveness of companies' foreign economic activities is primarily determined by the appropriate level of competencies of the personnel involved in this area, primarily the level of development of foreign-language competencies. Moreover, such competencies concern both the managing and managed subsystem employees and the enterprise as a whole. The paper singles out the place of foreign-language competencies of managers among the competencies in general, in the conditions of foreign economic activity of enterprises. The correlation between an employee's communicative and foreign language competence is considered, and the distinctions between these concepts, taking into account the components of the structure of communication, are revealed. At the same time, it is offered to consider foreign language competence in the part of employees' usage of foreign language during a foreign economic activity of an enterprise within the limits of communicative competence. The list of managerial foreign language competence components has been singled out, according to the results of which the problems and perspectives of this competence improvement in conditions of foreign economic activity development. The demand for highly qualified employees of foreign economic direction with a high level of foreign language competence, which is determined by the market on the part of business and intensification of foreign economic activity of domestic economic entities, has been considered. It has been established that the formation of such competence is a continuous process, which begins as early as in the educational institution, where future specialists in foreign economic activities receive education and qualification and learn foreign languages. Later on, the process of such development continues directly at the enterprise, especially where managers and owners understand the importance and necessity of investing in their personnel, in particular, and raising the level of their foreign language skills. It has been established that foreign language competence can be developed through formal, non-formal or informal education

Experimental Efficiency Study of Project Technology as a Means of Formation Foreign Language Competence of Future Electric Power Engineers

The paper covers the ways of building foreign language competence of students majoring in electrical engineering in the process of their vocational training. The purpose of the article is the practical substantiation of the process of forming the future energy engineers’ foreign languagecompetence by means of project technology and carrying out diagnostic measures to check its effectiveness in foreign language learning. The methods used in this research are theoretical (analysis, comparison, systematization, generalization), empirical research methods (observations, surveys, pedagogical experiment), and statistical (non-parametric Pearson's criterion.). The results. The efficiency of project technology in the indicated process has been substantiated. A number of factors that determine the choice of such a learning technology has been specified, namely they are the following: student-oriented approach, foreign language learner autonomy, building project-oriented skills in specialty metalanguage, relationship between project work as a form of performing educational assignments and types of engineering activity. Author’s definition of project technology has been provided. By this notion a system of active and practical methods of learner-centered education aimed at programmed organization of students’ project activity, creation of educational projects that involve developing skills of independent knowledge acquisition, their practical handling, development of critical and creative thinking and key competences, is meant. The efficiency of project technology in the educational process has been experimentally verified by the example of developing foreign-language competence of students doing Master’s degree in electrical engineering. In order to determine the efficiency of project technology in the process of foreign language teaching to students in the master’s programme compared to traditional teaching methods, control groups and experimental groups with such attributes as reproductive properties, constructability and creativity were formed. Foreign language competence forming according to motivational, communication, professional, projecting and performance indicators was implemented in the process of executing profession-oriented projects. In order to assess the results of future power engineers’ project work, 100-point scale was developed. Conclusions. According to the results of the performed project work, it was determined that the level of foreign language competence in the experimental groups was higher than the one in the control groups. Generalized maturity indices of motivational, communication, professional, projecting and performance components in the control groups and in the experimental groups differed significantly. Group inhomogeneity and the significant differences were confirmed with the help of statistical non-parametric Pearson’s test χ². The obtained results of the pedagogical experiment have proved the efficiency of the suggested project technology and its rationale for implementing in the process of future electric power engineers’ foreign language teaching.

РІВНІ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ


 
 
 
 The article presents the results of experimental research of foreign language competence level of future social sphere specialist. The experimental data are compared with the results of students’ under study self-assessment of their foreign language competence level. The article shows the results of the influence of methodological system of foreign language training of future social sphere specialist on the increase of the level of foreign language competence among participants of experimental groups. Creative, medium, satisfactory and unsatisfactory levels of foreign language competence of future social sphere specialist are characterized from the point of view students’ reflexion. The research approves the effectiveness of pedagogical influences introduced at the forming stage of the experiment through approbation of the author’s methodical system of foreign language training in the university.
 
 
 

ОНЛАЙН ІНСТРУМЕНТИ ДЛЯ ОЦІНЮВАННЯ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ ВИЩИХ ЗАКЛАДІВ ОСВІТИ: ЗАРУБІЖНИЙ ДОСВІД

У статті висвітлено проблеми формування та оцінювання іншомовної компетентності студентів вищих навчальних закладів; надано результати аналізу та характеристика основних міжнародних онлайн тестів для об’єктивного оцінювання рівня володіння англійською мовою студентами закладів вищої освіти. Такі тести можуть забезпечувати їхнє самонавчання та самооцінювання. Відтворено структури міжнародних онлайн тестів із англійської мови як іноземної та наведені приклади тестових завдань. Виокремлено, проаналізовано та схарактеризовано основні міжнародні онлайн тести для об’єктивного оцінювання рівня володіння англійською мовою студентами закладів вищої освіти. Виокремлено, проаналізовано та схарактеризовано основні міжнародні онлайн тести, що можуть забезпечувати самонавчання та самооцінювання, для об’єктивного оцінювання рівня володіння англійською мовою студентами закладів вищої освіти, а саме: тести Кембриджської шкали оцінки професійних компетентностей викладачів іноземної мови; тести Кембриджського екзамену, що містить у собі такі тести, як Ключовий тест з англійської мови; Попередній тест з англійської мови; Перший сертифікат з англійської мови; Сертифікат із прогресивним рівнем володіння англійською мовою; Сертифікат із майстерним рівнем володіння англійською мовою; Інтернет орієнтований тест з англійської мови як іноземної та Міжнародна тестова системи англійської мови. Аналіз цих тестів показав, що вони, загалом, складаються з чотирьох частин, таких як читання, слухання, говоріння, письмо, та базуються на Загальноєвропейських рекомендаціях з мовної освіти: вивчення, викладання, оцінювання. Ці тести є зручним інструментом у процесах викладання англійської мови та навчання мові, оскільки забезпечують такі функції: викладачеві – зручну швидку перевірку рівня володіння студентом англійською мовою, можливість переглянути типові помилки та обговорити їх зі студентами для корегування їхнього подальшого плану навчання, можливість підвищити рівень викладання іноземної мови завдяки використанню онлайн тестів; студенту – можливості неперервного навчання англійській мові та постійного підвищення свого рівня володіння мовою для отримання в подальшому необхідного сертифіката. Перспективами подальших досліджень є впровадження міжнародних онлайн тестів в освітній процес закладу вищої освіти для проведення оцінювання рівня володіння англійською мовою та аналіз впливу цих інструментів на рівень іншомовної компетентності студентів.

ІННОВАЦІЙНИЙ ПІДХІД ДО СПЕЦІАЛЬНОЇ ІНШОМОВНОЇ ПІДГОТОВКИ МАГІСТРІВ ВІЙСЬКОВОГО УПРАВЛІННЯ В МІЖНАРОДНИХ ВІДНОСИНАХ

Introduction. The priority component of Ukraine's educational policy is the transitivity of the existing model of training specialists with supremum levels of foreign language competence (FLC) in conjunction with the high level of psycho-physiological self-regulation of the functional state (PFS).Purpose. The purpose of the article is to substantiate the effectiveness of pedagogical and psychological technologies for intensifying the process of foreign language (FL) study, taking into account the professional activity conditions of the masters of military management in international relations (MMMIR) and modern integration processes.Methods. The following basic methods are used: theoretical analysis, synthesis, modeling; questioning, testing, self-evaluation; expert assessments and mathematical statistics.Results. Based on the component composition of the professional FLC and the main factors that characterize the professional activities of the MMMIR, we conducted a selection and testing of PFS techniques in order to use them in the process of future MMMIR specific FL training. The consistent use of the nomenclature of these methods with the methods of teaching FL has made it possible to intensify the process of understanding and digestion of integrated competencies by future MMMIR, as shown by a comparative analysis of the assessment of their knowledge (the results of knowledge assessment increased by almost 12%).Originality. The nomenclature of general, innovative and special methods of PFS has been substantiated and tested, interdisciplinary connections have been established, which allowed the formation of the future MMMIR's FLC supremum level and the necessary level of stress resistance.Conclusion. The use of PFS techniques in the process of formation of the future MMMIR's FLC supremum level in conjunction with their psychological training is fully justified. The proposed PFS methods have a sufficient theoretical background and practical value for the formation of the future MMMIR's FLC supremum level. Research perspectives are to develop methodological recommendations for the joint use of the nomenclature of PFS methods with the methods of teaching FL.

FOREIGN LANGUAGE COMPETENCE OF THE CITIZENS OF POLAND AND CZECH REPUBLIC WITHIN THE CONTEXT OF CURRENT ALL-EUROPEAN LINGUISTIC

The comparative analysis of the foreign language competence among the citizens of Poland and Czech Republic has been accomplished. The received findings were compared with current observations of all-European linguistic tendencies. Having analysed various statistics the authors succeeded in assembling the social portrait of an average multilingual European. The authors have also considered the fact that over the past years the official percentage of multilingual citizens, both in Poland and the Czech Republic, has significantly decreased due to intensive emigration processes. In the authors’ opinion, this problem is mostly of the socio-economic nature and demonstrates rather not the weakness of educational systems, but the ability of educational institutions of both countries to prepare competitive specialists who are able (due to the high level of foreign language competence) to find decent job in the labour-market of the United Europe. It has also been stated that since the foreign language competence has become a professional and cultural prerequisite for creation of the unified globalized Europe, and multilingualism has become a part of the European identity, the future specialists’ foreign language training in Ukraine should be conducted precisely taking into account the prospects of European integration.

SOME ASPECTS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT IN THE SYSTEM OF CONTINUED PROFESSIONAL EDUCATION

Introduction. The system of continued professional education in modern Russia is aimed at raising the level of professional workers’ ability for competition at the global vocational market. Among the most required competences we put an emphasis on the ability for efficient communication in the native and foreign languages pursuing social, cultural and professional interaction. The practical experience proves that students of various courses of study within the system of continued professional education have difficulties while communicating in a foreign language because of a low level of their foreign language communication competence that is based on ability for decoding and producing a discourse. Aim. The article considers the factors to develop students’ ability for decoding and producing a discourse in the format of reflexive positional discussion. Methodology and research methods. Development of the advanced and high level of foreign language competence is possible via introduction of institutional discursive practices into the educational process. Development of foreign language competence in the system of continued professional education is being discussed from the point of synergy of pedagogical science and applied linguistics. System-synergetic, communicative-activity, discursive and technological approaches have been chosen as the methodological base to develop the system of criteria of students’ preparedness and ability to communicate in a foreign language. Methods of analysis and synthesis have been used during the work as well. Results and scientific novelty. The materials presented in the publication make a contribution to the theory and methodology of continued professional education regarding effective experts’ foreign language mastering, and skills acquisition for the most productive interpersonal and professional-oriented communication. Methodologically-based definition and description of the components of subject and structure of the concept of discursive foreign language competence are given. The educational technique that makes it possible to realize a wide range of discursive practices invariants has been developed. The algorithm for advanced and high level of discursive competence development has been described. The criteria of students’ preparedness and ability to communicate in a foreign language have been described as well as the marks related to the levels of developed discursive foreign language competence. Practical significance. The author's proposed technology enables to realize a wide range of invariants of the discursive practices and considerably increases the possibilities of effective foreign language training for specialists of various branches of economy and production, and pupils of different levels of training. The presented research results can be used when developing educational and methodical complexes in the systems of professional development and continued professional education.

Definition af kompetenceniveauer i fremmedsprog inden for en fælles europæisk referenceramme

The definition of levels of foreign language competence is anything but unambiguous. There is thus a need for a more fine-tuned framework of reference, within which the different levels of competence may be described. In this article the Common European Framework of Reference, developed under the auspices of the Council of Europe, will be briefly described as will DIALANG, a web-based diagnostic testing system developed in accordance with the common European framework. Finally, the strengths and weak-nesses as well as the perspectives for future use of these new tools will be discussed.

Foreign language education levels in the Dutch population

Abstract The paper reports levels of foreign language (FL) education in the cohort of Dutch students who left primary education in 1977 (N=246,140). The study was undertaken in conjunction with the Action Programme for FL teaching which was launched in the Netherlands in 1989 in response to criticisms of the FL competence of Dutch students. Its principal purpose was to establish existing levels of FL competence and to provide suitable base‐line data for later studies. The study reported here draws on earlier research conducted by the Dutch Central Bureau of Statistics (CBS) on the school careers of these same students, and the level of education achieved by them in various types of education. Students were assigned to one of 5 levels of FL education in English, French and German. The results show a sharp decline in the teaching of French and German in recent times. They also show a lack of FL training in technical education, where it is most needed. The paper discusses the limitations of the statistical data and the educational levels derived from them. It is argued, nonetheless, that the scale used is a valid measure of FL proficiency in the present context because of its connection with centrally administered examinations.