Non-linguistic Faculties Research Articles

Интеграция этнокультурного компонента в процесс обучения иностранному языку студентов неязыковых факультетов в региональном вузе

The purpose of the study is to substantiate the need to introduce an ethnocultural component into the process of teaching a foreign language to students of non-linguistic faculties of a regional university in accordance with the principles of modern foreign-language vocational education as a way to harmonize interethnic and interpersonal relations in a multicultural region. The article examines the didactic potential of the discipline "Foreign language" in the formation of intercultural competence of students of non-linguistic faculties, the development of ethnic identity based on the integration of an ethnocultural component. The scientific novelty lies in the development of theoretical and practical principles, conclusions, and recommendations related to organizing the process of teaching foreign languages to students in a non-linguistic university in a multicultural region. This is based on the integration of an ethnocultural-oriented exercise system into the educational process. As a result of the study, it was found that practical classes in a foreign language in a non-linguistic university have significant opportunities in expanding the educational horizons of students of a non-linguistic university and preparing them for life in a multinational, multilingual, multicultural world. The integration of the ethno-cultural component into the educational process stimulates motivation to learn foreign languages, promotes awareness of the specifics and peculiarities of native culture as part of world culture, and the development of such important personality qualities for intercultural interaction as positive ethnic identity, empathy, and tolerance.

On the issue concerned with professional-oriented foreign languages teaching at non-linguistic faculties

The given article dwells on the issue concerned with professional-oriented foreign languages teaching at non-linguistic faculties. It is noted professional-oriented tuition provides for a vocational orientation, not only in the content of educational materials, but in activities that form professional skills either.

Обучение употреблению артиклей английского языка на основе когнитивного подхода на неязыковых факультетах в группах продвинутого уровня (B1+)

The aim of the study is to consider the essence and potential of using a cognitive approach in teaching students of non-linguistic faculties how to use English articles. The paper analyses the educational and methodological literature, as well as research in the field of psychology and linguistics, which makes it possible to justify the feasibility of introducing the step-by-step teaching of article forms based on a cognitive approach into pedagogical practice. The scientific novelty of the study lies in the hypothesis that teaching students of non-linguistic faculties how to use English articles can be carried out consistently on the basis of the proposed system of formation of ideas about a lexical unit, which correlates with the mental processes of abstraction, classification and concretisation. As a result of the study, the researchers proposed methodological recommendations for teaching the use of articles based on a cognitive approach for advanced level groups (B1+) learning English at non-linguistic faculties.

The use of modern technologies in teaching foreign languages at non-linguistic faculties of a pedagogical university

This paper is devoted to the study of innovations in the modern education system, as well as their application in the process of teaching a foreign language. The paper discusses the concept of innovation in education, it is noted that innovation contributes to improving the quality of education. The most relevant is the use of an interactive approach in the process of teaching a foreign language. The hypothesis is that the effectiveness of teaching foreign languages will increase if it is based on an interactive approach. Interactive training helps to ensure the readiness of university graduates for foreign-language professional communication. Interactive learning is understood as a mutual learning process that takes place through a dialogue of participants in the educational process. During this cognitive process, there is an exchange of information, discussion and resolution of the problem, as well as various educational situations are modeled. The paper describes in detail such an interactive technique as an ideological carousel; it also gives an assessment of the use of role-playing and business games. The educational value of the game is quite high. With the help of the game, it becomes possible to learn the language in an interesting way, the speech-thinking activity of students is activated, students test various behavioral models that are characteristic of subsequent pedagogical activity.

Разработка курса «Письменная иноязычная коммуникация в академической и профессиональной среде»

The article discusses the designing of an elective course for Master students of non-linguistic faculties “Written communication in a foreign language for academic and professional purposes”. The course is intended for second-year Masters both in humanities and sciences. The relevance of the topic is based on the fact that nowadays more and more Russian speaking researchers make attempts to publish their papers in international journals. To cope with this challenge, Russian universities should include a course of written communication in a foreign (English) language into their curricula. The author describes the structure of the course, gives links to the sources of materials used in the learning process, shares her own experience in conducting the elective. While preparing the publication, the following methods were used: 1) a survey of research teachers from all faculties of Perm State National Research University, which revealed the written genres they use in their academic and professional activities. 2) Analysis of the available literature on business correspondence and writing research articles in English. 3) Identification and systematization of recommendations for familiarization with the peculiarities of the English-speaking communicative culture. As a result of the work done, the genres of written communication most in demand for academic and professional activities were selected, which served as the basis for creating the structure of the described course.

Специфика обучения говорению на иностранном языке студентов в неязыковом вузе в условиях дистанционного формата

The paper aims to identify the approaches that positively affect the development of skills of such a productive type of speech activity as speaking in educational situations of communication in English in groups of students of non-linguistic programmes of study. The paper examines the factors and conditions of teaching foreign language speaking at a non-linguistic university; determines the level of attention to the development of this type of speech activity in university curricula; presents the main difficulties faced by students of non-linguistic faculties in the process of communicative foreign language practice. The scientific novelty of the research lies in the fact that the author proposes ways to teach foreign language speaking to students in a more effective manner based on the shortcomings and problems of the existing approaches to foreign language education at non-linguistic universities. As a result of the research, the insufficient emphasis of Russian university curricula on teaching foreign language speaking at a non-linguistic university has been revealed, which is accounted for by the preservation of the markers of the traditional didactic paradigm, i.e. instructivism, despite the transition to constructivism declared in regulatory and strategic documents. The analysis of the existing pedagogical practice shows that the scientific-methodological experience accumulated by Russian didactics concerns mostly asynchronous distance learning forms, while online lessons are not sufficiently developed. In addition, the existing studies in the field of online learning demonstrate a return to the instructional teaching paradigm. The paper also presents and analyses the effective techniques and technologies of distance teaching of foreign language speaking at a non-linguistic university.

The use of multiple-choice tests in teaching a foreign language: minimizing guessing effects

The article discusses the features of using multiple-choice tests. With the growing digitalization of education, in addition to traditional methods of knowledge assessment in teaching foreign languages, tests are becoming increasingly important, especially for monitoring current academic performance. For this purpose, multiple-choice tests are most often used. Having undeniable advantages, this type of tests has a number of disadvantages, among which the authors highlight the problem of guessing the correct answer when performing the test. It is noted that the existing formulas of correction for guessing are quite complex and therefore not always suitable for instant assessment during the current control in the classroom. In addition, most of the considered methods of correcting the test result, taking into account the possible guessing of the correct answer, proceed from the assumption that all test takers always try to compensate for the lack of knowledge by guessing to one degree or another. The purpose of this study was to offer an accessible method for identifying attempts to guess the correct answer in a multiple-choice test with one solution by students of non-linguistic faculties of universities studying English as a foreign language. The method should allow teachers to identify the attempts of test takers to guess the correct answer and make appropriate adjustments to the final result without complex mathematical processing. The method is based on the analysis of the test takers' answers when the questions are repeated twice. The additional information obtained in this case made it possible to reduce the calculations for determining the proportion of guessed answers to a single formula and simplify the methodology as a whole. The article describes an experiment on the application of the developed method in testing.

The effectiveness of the process of self-education in a foreign language at non-linguistic faculties

This article discusses the effectiveness of the process of self-education increases when the following set of pedagogical conditions, under which we understand the set of interrelated measures of the educational process, the observance of which ensures the achievement of pre-planned goals and objectives of training: the competence of the English teacher; the combination of collective, group and individual forms of organization of the educational process; the use of a variety of teaching methods and methods of activity, taking into account the individual characteristics and the initial level of preparedness of students; methodical provision of students for the organization and implementation of this type of activity (comprehensive and timely information about the sources of educational information, thematic content of the work, the need for works, forms of control, etc.).

Linguistic meanings in mind.

The target article focuses on evidence from nonlinguistic faculties to defend the claim that cognition generally traffics in language-of-thought (LoT)-type representations. This focus creates needed space to discuss the mounting accumulation of nonclassical evidence for LoT, but it also misses relevant work in linguistics that directly offers a perspective on specific hypotheses about candidate LoT representations.

Features of searching and selecting information when reading online in native and foreign languages by students of non-linguistic universities

The article discusses the features of digital reading at the stage of search, relevance assessment and selection of information in native and foreign languages. The formation of skills to navigate information flows, understand what is read in a foreign language, and use the information to solve professional problems is one of the goals of teaching foreign languages at the present stage of development of higher education. However, the abundance of information sources on the Internet gives rise to problems in their choice. The author analyzes the difficulties faced by students in the process of searching and selecting relevant information both in their native and foreign languages. When using foreign sources, students experience more difficulties at the stage of information search, caused by differences between reading in their native and foreign languages. It is noted that most studies in the field of features of searching and selecting information from digital sources are limited to one language, most often native, and there is a shortage of works on the material of the Russian language. The purpose of this study was to determine whether the strategies for searching and assessing the relevance of a source of information in the native (Russian) and foreign (English) languages differ among first and second year university students of non-linguistic faculties. The article presents the results of a survey conducted among first and second year students of non-linguistic faculties. The results of the study indicate that the skills formed by students when working with Russian-language sources are generally transferred to English-language ones, but students prefer to work with information in their native language. The article reveals similarities and differences in the process of searching for educational and / or professional information and concludes that the skill of evaluating and verifying online sources is insufficiently developed.

The use of authentic texts in teaching a foreign language

The article deals with the issues of teaching a foreign language in a higher educational institution at non-linguistic faculties. The use of authentic texts focused on the professional interests of the future specialist in teaching a foreign language is a very important aspect of learning. The article deals with the application of the communicative method in teaching reading and listening. The stages of work and types of exercises are proposed when using authentic texts in the classroom, aimed at the formation of foreign language competence.

ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННЫЙ ПОДХОД К ИЗУЧЕНИЮ ИНОСТРАННОГО ЯЗЫКА БАКАЛАВРАМИ НЕЯЗЫКОВЫХ ФАКУЛЬТЕТОВ

. The article is devoted to the necessity for students of non-linguistic faculties to learn a foreign language in order to use it in their professional life. Knowledge of languages is required in order to be aware of the latest inventions and discoveries, to be able to communicate with professionals from different countries, to share their experience. Language is a means of communication in professional life, that is why every university trains a versatile specialist with a high level of linguistic functionality. The professionally-oriented approach (English for Specific Purpose (ESP) is applied in practical classes in accordance with the state educational standard, stating that it is required «to carry out business communication in oral and written forms in the state language of the Russian Federation and a foreign language(s)» (CC-4). The bachelor's program in a non-linguistic field assumes the ability of students to speak a foreign language fluently while performing their professional tasks, which explains the need for a special approach in teaching a foreign language. The authors conducted a survey of students, the purpose of which was to study the role that students assign to a foreign language in their professional life. The questions were grouped in three blocks: general research — questions focused on determining the social portrait of a student, applied — questions aimed at directly determining the role of a foreign language in a student's life at the moment and in further professional activity, and practical — questions about information resources that students use when learning English independently. Based on the data obtained, the professionally-oriented approach is assessed as a necessary aspect of meeting the linguistic needs of students at nonlinguistic faculties

Сritical thinking development (while teaching foreign languages the students of non-linguistic faculties)

Сritical thinking development (while teaching foreign languages the students of non-linguistic faculties)

Some aspects of popular scientific literature in teaching a foreign language

The article analyzes the possibilities of using literary texts in English lessons in non-linguistic faculties of universities. The linguistic approach, the principles of selection of literary texts are considered, the meaning of pre-text, pre-text and post-text work is revealed. In addition, the article examines the possibility and necessity of using foreign-language popular science texts in teaching a foreign language to first-years students of non-linguistic faculties of universities, as well as characterizing the style of scientific and popular science literature in English. Moreover, various aspects of popular science text have been investigated in comparison with other types of scientific literature.

The role of independent work in the studying a foreign language at a university

The article is devoted to the importance of independent work and self-education of students of non-linguistic faculties in the process of learning foreign languages in the light of the increased role of language knowledge in modern society and the importance of teacher guidance in the process of students’ self-development. The paper reveals the main disadvantages of the organization of independent work of students and considers possible options for its organization, as well as describes the most appropriate areas of independent activity of students for the subsequent formation of their communicative competence, which will allow future specialists to realize themselves in the field of future professional activity.

“Flipped” method for teaching grammar of a foreign language at non-linguistic faculties

The article deals with the theoretical description, analysis, and recommendations for the use of the “flipped” method for teaching foreign language grammar, which is introduced into the educational process of higher education institutions. The essence of the technology of flipped learning consists in the reorganization of the educational process – the home study of new material and classroom practice to reinforce it allows to make the learning process more effective. The “flipped” method has its advantages and disadvantages both for teachers and students. The advantages include intensification of the use of classroom time; proactivity, increased responsibility, and autonomy of students; conscious assimilation of educational material; creativity and critical thinking; taking into account the specifics of professionally oriented education, age characteristics and psychological needs of students; an opportunity to work on an individual schedule; archiving of materials. The “flipped” method encourages proactive schemes of teacher-student interaction. Experiments have shown a positive attitude of millennials to the inverted format after a period of adaptation and development. The level of acquisition of the new material depends on the internal motivation of the student. The classroom interactive and group-based tasks create and maintain external motivation.

Учимся писать заголовки научных статей

The article discusses the basic guidelines for writing titles of articles intended for publication in scientific journals. The relevance of the topic touched upon in this article is due to the fact that currently teachers are faced with the need to train master degree students at both linguistic and non-linguistic faculties to write scientific articles in English. The title is a very important part of the article, since it presents in a concise form the main information about the content of the publication. A well-formulated title can interest the reader and make him or her eager to read the article. On the contrary, titles which are too complicated to understand, cumbersome, and vague are unlikely to attract attention and arouse the interest of a potential reader. The aim of the study is to provide an overview of guidelines for writing titles that can be found in the English-language literature. The author also analyzes the typical mistakes that Russian-speaking authors make when writing titles of articles in English. Research methods include analysis, description, observation, comparison. The results of the study showed that the most common causes of errors in the formulation of titles are linguistic interference and ignorance of the peculiarities of the English-speaking communicative culture related to written communication in the scientific field. It is concluded that the course «Written academic communication in English» should be included in the Master course program, which will familiarize students with the main features of scientific articles in English and teach future authors to correctly formulate the titles of their publications.

Teaching Spoken Production in Global Contexts 2021

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students’ professional competence. These findings provide a good starting point for discussion and further research.

Впровадження елементів предметно-інтегрованого навчання для розвитку усного мовлення студентів

The article considers the possibilities of using the CLIL methodology for the development of oral speech of students of non-linguistic faculties during English classes. The main problems that students have when speaking are identified (insecurity, insufficient vocabulary and grammar knowledge, reluctance to be criticize d by the teacher and other students, the use of native language during pair work). It is established that an effective tool for the development of students' oral skills and overcoming these difficulties is the introduction of CLIL elements in the educational process . The essence of this technique is highlighted. It is found out that p edagogical activity is aimed at forming students' communication skills, development of mental processes (cognition), providing new knowledge in the specialty (content), development of speech culture and communication (culture). The main characteristics of this technique are defined (study of educational material on the principle from "simple to complex"; use of demonstration materials and presentations; support of feedback with students; combination of learning a foreign language with mastering knowledge in the specialty, etc.). Students' own experience in the development of oral speech is presented . It is found out that the development of students’ oral skills can be both as warming up activities and as the main topic of the class. As a warming up activity, students can be asked what they studied at major subjects, what were the most difficult, incomprehensible or interesting moments. It can result in an interesting and informative discussion in English. However, such activities are effective if the level of English proficiency is not less than B1+, otherwise there can be some problems with the expression and understanding of explanation. In order to develop students’ oral skills such activities as work on presentations and cross-section exercises can be used as well. It is suggested that the defense of presentations by all students in a group during one lesson is not effective from the point of view of organizing oral speech and memorizing new information. This is due to a big number of students in academic groups. In the case when the defense of presentations is evenly distributed throughout the semester, students have the opportunity not only to give the presentation, but also to discuss the topic. Usually, after the presentation, the speakers ask questions to other classmates in order to get feedback. From the point of view of the development of oral speech, this activity is also useful, because students often have problems with building questions in English. Cross-sense activities can be considered as a part of CLIL methodology as well. They are aimed at the establishing logical connections with the help of images. These activities can be used both as a warming up activity and the main topic of the class.

О лингводидактических основах формирования у студентов письменной речи на занятиях русского языка на неязыковых факультетах

In the era of globalization, when the whole world has the opportunity to communicate and conduct a dialogue from anywhere in the world, the role in the knowledge of languages used for international communication is increasing. Among these languages we can distinguish Russian, as it is spoken in more than one hundred countries. Russian studies are of great importance in the Kyrgyz Republic, for which training programs have been defined, textbooks have been published, and education in higher education institutions is conducted in Russian as well. In theory, teachers know this, but in practice, teachers face problems that are caused by a weak ability of students to express their thoughts not only in oral speech, but also in writing. The author of the article touched upon and outlined the issues of teaching and problems in the assimilation of written speech. Lingodidactic foundations should be used as the foundation for teaching students of non-linguistic faculties. This approach would allow for an outline that would show step-by-step the ways of effective teaching of the Russian language within the walls of the university.