Non-linguistic Specialties Research Articles

Development of critical thinking skills of students of non-linguistic specialties

Development of critical thinking skills of students of non-linguistic specialties

Modern methods and technologies of teaching foreign languages in non-linguistic specialties at university

The article considers the issue of introducing changes to the working curricula for the study of foreign languages in non-linguistic specialties at the university, which actualises the problem of choosing tools that will contribute to the formation of universal and professional competences among students, based on the level of their primary knowledge. The conducted research revealed the most effective combination of methods and approaches to teaching a foreign language, taking into account the reduction in the number of classroom hours allocated to this discipline, which at the same time meets the requirements of the curriculum, the interests of students and the realities of life, maintaining a balance between practical classes and independent work of students.

LEARNING MOTIVATION OF FOREIGN LANGUAGE AMONG NON-LINGUISTIC SPECIALTIES’ STUDENTS

The article deals with the issue of the foreign language learning’s motivation among students of non-linguistic specialties. The relevance of the research is due to the ambiguous attitude of non-linguistic specialties’ students to the foreign language subject. We investigate that this is one of the main psychological and pedagogical problems in the framework of the research of psychological and pedagogical conditions for forming a foreign language learning motivation, based on analysis of the learning motivation. There are also noted the classification of motivation, and reasons contributing to a decrease in the motivation of learning. The article reveals evidence that allows us to determine the development level of the foreign language learning motivation among students of non-linguistic specialties, and its dependence on the psychological and pedagogical activity of the teacher during the educational process. Some of the study’s result, that firstly, show the process of forming a learning motivation, which is related to the implementation of different approaches; and secondly, some important factors affecting the students’ interest in the studied subject are summarized in the article.

Individual approach in teaching foreign languages for non-linguistic specialities

The aim of this article is to highlight the advantages of the use of the individual approach in teaching a foreign language to students of non-linguistic specialties, to draw the examples, directions, according to which this approach is used in the learning process is implemented.

Influence of Language Coaching Techniques on Undergraduate Students’ Motivation in the Process of Foreign Languages Teaching at Non-linguistic Specialties

The application of coaching techniques is popular in the worldwide practice of specialist training and is used in various fields. However, the problem of introduction of coaching technniques in foreign languages learning in Ukraine remains insufficiently covered and requires a more detailed study. This paper aimed to study the influence of language coaching techniques (LCT) on undergraduate students’ motivation in the process of foreign language teaching at non-linguistic specialties. The study sought to answer the main research questions: 1.What effect would LCT have on undergraduate students’ motivation to learn foreign languages at Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) in Ukraine? 2. How will the students perceive LCT while learning languages? The research employs qualitative methods (scientific observations, analysis of student activity results) to substantiate research theoretical grounds; quantitative metods (testing and self-assessment reviews) to identify the efficacy of LCT, communicative methods (conversations, discussions), and methods of mathematical analysis to do calculations of the collected research data. The conducted experiment involved randomly chosen 62 second-year students of the first (bachelor) higher education level of non-linguistic specialties of TNPU. The study concluded that the applied LCT at foreign language classes during the experiment provided positive dynamics in the growth of students’ motivation to knowledge acquisition. The findings would have practical significance for teachers of foreign languages who want to organize the learning process and make it more effective.

The role of evaluation tools in the formation of linguistic competence of students of non-linguistic specialties

This article discusses ways to control the formation of linguistic competence of students of non-linguistic directions of training in modern conditions of teaching foreign languages. Special attention is paid to such types of control as dictation, test, translation tasks and mental map, which can be effectively used both as part of the current control and during the final certification. There are different types of dictations: bilingual, monolingual, continuous and selective. The basic requirements for tests as one of the evaluation tools are established. The importance of translation tasks in the framework of monitoring the formation of students' language competence is noted. The role of creating mental maps and working with them in the integrated assimilation of new information, as well as in the development of creative abilities when learning foreign languages on the example of French and German, is emphasized. In the conditions of technologization of the educational process, new forms of conducting these types of control are proposed: online dictation, computer testing, creating mental maps using various Internet services. Attention is focused on training sites containing monolingual online dictation and tests designed for different age groups and levels of foreign language proficiency.

Independent work of university students in learning a foreign language

The article considers the main problems that arise in the organization of independent training of students of non-linguistic specialties in the course of teaching foreign language communication. Independent work in foreign language training in the system of higher professional education is considered as a tool, a means of mastering the system of professional knowledge, methods of cognitive activity. The author has analysed theoretical approaches, Russian and foreign experience of pedagogic work. The methodological and organizational aspects of this problem were studied and structured. Taking into account modern conditions, the pedagogicpossibilities of combining traditional and distance forms of organization of independent work of students are considered. Based on the conducted experimental types of training, the optimal forms of presentation and organization of educational material were identified, aimed at developing students' abilities of creative thinking, research work with extended language material, independent organization of educational activities, and the individual approach to the implementation of educational tasks. As a result, methodological requirements and methods for optimizing the independent learning activities of university students in the new conditions of the hybrid system of the educational process at the university based on foreign experience and original research have been developed. The role of the teacher in the organization of independent activity, personalization of the language material, stimulation of the skills of its critical comprehension is shown. All presented organizational and pedagogic strategies have shown their effectiveness and can be implemented in the process of linguistic training of university students. Methodological grounds can serve as guidelines in the creation of educational and methodological developments.

Influence of Language Coaching Techniques on Undergraduate Students’ Motivation in the Process of Foreign Languages Teaching at Non-Linguistic Specialties

Influence of Language Coaching Techniques on Undergraduate Students’ Motivation in the Process of Foreign Languages Teaching at Non-Linguistic Specialties

Қазақ тілін деңгейлеп меңгертуге бағытталған тапсырмалар жүйесінің сипаттамасы

The article analyzes the system of tasks aimed at the level mastery of the Kazakh language on the basis of the Model curriculum of the general education cycle for higher and postgraduate educational institutions, for students studying in non-linguistic specialties. The article also reflects the requirements for reproductive, variative, research, creative tasks in teaching the Kazakh language and their detailed description is given. Tasks are selected in accordance with the types of speech activity (speaking, listening, reading, writing, communication). The main purpose of the article is to analyze the work of scientists from a scientific and theoretical point of view, to identify and systematize the types of tasks, based on the content of each activity, to study and demonstrate skills aimed at effectively teaching the Kazakh language: working with a dictionary, building diagrams, drawing up abstracts on a specific topic , compiling comparative charts and graphs, working with literature, holding discussions, holding debates (reflections, discussions), holding a round table, etc. In addition, the results of the development and use of the task system developed in the process of teaching the Kazakh language are investigated, thereby revealing the scientific and methodological significance of the article. A thoughtfully designed system of tasks creates an opportunity to form the linguistic competencies of students, to fully master all types of speech activity (speaking, listening, reading, writing, communication) in the process of learning the Kazakh language.

DIGITAL EDUCATIONAL RESOURCES FOR THE FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE TAKING INTO ACCOUNT THE ENGLISH LANGUAGE POLYVARIABILITY

The relevance of the study is due to the need to speak English not only in situations of social and professionally oriented contexts, but also the need to communicate with representatives of various linguistic communities and cultures, taking into account linguistic and extralinguistic features, i.e., in the context of the polyvariability of the English language. The purpose of this article is to consider digital educational tools that allow you to form a foreign language communicative competence, taking into account the polyvariability of the English language. The research methods are the analysis and generalization of works in the field of methods of teaching English; methods of data collection and accumulation; analysis of electronic resources on the use of digital tools. The results of the study are: resources that allow you to practice listening skills and get acquainted with different versions of the sound of the English language, for example, Cockney or Yorkshire are analyzed; digital tools for developing speaking skills are considered, as well as resources where one can work out the skills of perceiving English speech of post-colonial and non-post-colonial countries. According to the results of the study, it is concluded that in order to master successfully the English language, it is necessary to take into account its polyvariability. It is not enough just to master the normative option. You also need to be aware of other language variants. Certain digital tools are suitable for this, allowing you to learn English taking into account linguistic and extralinguistic features. The results of this study can be used by foreign language teachers both at the language departments of universities and non-linguistic specialties. In addition, those who study English on their own can use these digital resources.

Methodological Aspects of the First Foreign Language for History and Archaeology Bachelors

The present study aims at methodological grounding of the specific types of foreign language competences for non-philology faculty students enrolled in the First Foreign Language (English) course taught within the first (bachelor) level of the academic professional program 0.32 History and Archaeology. The suggested methodological and conceptual basis outlined in the research has a concrete practical application to address university language teachers in non-philology faculties, curricula designers, professionals, researchers or practitioners in the field of foreign language teaching. The competency-based foreign language author methodology is practically exemplified in the study as a collaborative teacher-student(s) foreign language learning experience to reinforce cognitive competences through brainstorming, intellectual communication and research via formative e-learning educational and methodological complex, its development and implementation. An overall history study is essentially focused on the concept of historical thinking, specifying such cognitive skills as significance, primary source evidence, continuity and change, cause and consequence, historical perspective-taking, the ethical dimension as key research matters of academic history discourse. The fundamental meaning-making aspects of historical accounts theoretically and empirically substantiate that history and historical knowledge are always culturally predetermined, dynamic and open to contestation and discussion. Within the conceptual-methodological model, the issue is open to a broad scientific analysis in terms of cognitive competences in professional history and archaeology settings as well as in the field of competency-based foreign language learning deploying spoken and written discourse for special purposes. Pragmatic competence encompasses discursive strategies of organizing and structuring the general and professional or specialised discourse in terms of its coherence, cohesion, thematic organization, logical reasoning, as well as functional action-oriented knowledge via general or professional-oriented communicative functions performing. From the foreign language studying perspective multimodality approach has clearly envisaged as progressive constituent for further research under the competency-based foreign language learning methodology to apply in non-linguistic specialties.

New methods and technologies of teaching English for the students of non-linguistic specialties

New methods and technologies of teaching English for the students of non-linguistic specialties

МОВНЕ ПОРТФОЛІО ЯК РЕАЛЬНИЙ ПРОГНОЗОВАНИЙ РЕЗУЛЬТАТ КЕРОВАНОГО ОСВІТНЬОГО ПРОЦЕСУ

In institutions of higher education the question of motivation arises while studying any discipline, however, the problem of motivation for professional improvement of English level knowledge plays an important role. This task is especially topical for teachers and students of non-linguistic specialties. The language portfolio provides an opportunity for learners to record and independently review their own achievements and mistakes while learning any language in general and English in particular. The article offers a step-by-step algorithm for familiarizing students with the language portfolio method at meetings of “English in Intercultural Communication” scientific group. The specified mechanism is based on the theoretical and practical works of domestic and foreign teachers. When considering the topic of using the “Language Portfolio” technology in higher education institutions, it is necessary to appeal to its successful implementation in general secondary education establishments. The main attention is focused on the main characteristics of the language portfolio, the structural and functional loading of its sections as well. It has been noted that the teacher faces a difficult task: to teach students to plan a portfolio the ultimate goal to be clear, to outline the amount of information they need to master, and what level they will reach by the end of the semester or the academic year. The language portfolio integrates all components of teaching (training, learning, assessment and self-assessment) and covers all types of speaking activities. It has been assumed that motivating students and ensuring their step-by-step organization of reflective self-assessment and complex control can be done not only in foreign language classes, but also at meetings of the “English in Intercultural Communication” scientific group by surveying, presenting and clarifying the essence of the language portfolio, its key properties, a detailed description of its sections (language passport, language biography and dossier) and a well-directed and carefully thought-out pedagogical approach.

Когнитивная визуальность в обучении английскому языку (на примере учебника S. Gorlin «Nuclear English»)

This article presents the practical experience of applying some techniques of cognitive visuality in teaching English to students of non-linguistic specialties. The significant number of assignments and their advantages are investigated on the example of presented visual materials in S. Gorlin’s textbook “Nuclear English”. Each lesson in the textbook contains completely new material related to the nuclear power plant, nuclear structure of plants, uranium mining, management of nuclear reactors, nuclear waste recycling, and conflicts during mining. The above topics for study require the use of cognitive visuality to understand the content of the texts and improvise the whole course of the sequence of work. Visual information (illustrations, graphs, cartoons, pictures, infographics, videos, flip charts, slides, and presentations) encourages the use of intellectual capacity, critical thinking, active imagination, creative approach to information transfer. The study revealed that the main purpose of applying cognitive visuality is not to recreate new material but to construct material for learning simply. The application of cognitive visuality elements promotes clear learning of lexical material and stimulates visual perception to memorize the studied topics

Business English and its place in university EFL course for students of non-linguistic specialties

Business English and its place in university EFL course for students of non-linguistic specialties

Methods of Teaching Students of Non-Linguistic Specialties at a Higher Educational Institution

The modern educational paradigm provides for the formation of various competencies: general cultural, personal and professional, the optimal combination of which should be achieved as a result of professional training of a specialist. Accordingly, for students of non-linguistic specialties, the study of a foreign language should be aimed at the development of all these competencies, which determines the choice of the main forms and methods of teaching it, based on an integrative personal-activity approach. At the same time, the main methodological solution for teaching a foreign language in a non-linguistic university should be the development and creative application of complex digital educational resources that can be used both as basic and additional pedagogical technologies. The scientific novelty of the research lies in the fact that in the conditions of modern informatization of society, it becomes necessary not only to develop methodological tools independently, but also to use the existing developments productively. The practical significance of the study lies in the fact that students have the opportunity to apply the knowledge, skills and abilities they have acquired, determine for themselves the need for additional information, continue their continuing education and self-education throughout their professional path. The use of digital educational resources makes it possible to switch the process of acquiring knowledge from broadcasting to their purposeful acquisition, which corresponds to the modern competence paradigm.

Проектная методика в преподавании английского языка в неязыковых вузах: целесообразность и значение

The article deals with the project method in teaching foreign languages, and English in particular, to the students of technical universities or technical faculties. The article considers the expediency of using the project method and its specific significance in teaching students of non-linguistic specialties. Special emphasis is laid on the connection between the project methodology and the professionally-oriented approach and the communicative method in teaching foreign languages.

APPLICATION OF AR-TECHNOLOGIES FOR FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION FOR THE ORGANIZATION OF INDEPENDENT WORK

Statement of the problem. The article investigates the problem of AR-technologies application in foreign language teaching at university. Referring to the research of Russian and foreign scientists such as N. Howe, A.P. Avramenko, E.N. Solovovа, O.G. Starodubcevа, V.N. Taran, E.I. Passov and others, the authors develop a methodology for the formation of lexical competence through AR technologies in the organization of independent work of students of non-linguistic specialties. Results. The experiment was conducted on the basis of Chelyabinsk State University. The testees were the 1-st year students of the Math Faculty studying at Computer Security 10.05.01 specialty. 42 students took part in the experiment. The experiment lasted for one semester. We introduced in the educational process the applications with AR-functions such as Tik-Tok, Housecraft, and a social network messenger. As a result, an algorithm for choosing an AR-application was developed, and a methodology for the formation of lexical competence using AR-technologies was tested when organizing students' independent work. Conclusion. After conducting experimental and search work, we have figured out that the formation of lexical competence in the organization of independent work of students studying a foreign language with the AR-technologies is quite successful. We have found that AR-technologies allow leveling a number of communication barriers that students face when learning a foreign language. A universal algorithm for choosing an augmented reality application was developed to introduce it into the teaching process of any discipline. In addition, the methodology for working with AR-applications in foreign language classes was tested, positive results and good feedback from students were obtained. The advantages of AR-technologies for the purposes of foreign language teaching are described.

Organization of Online Language Learning for Students of Non-Linguistic Specialties

The paper focuses on organizing the educational process based on the example of learning a foreign language. First, we demonstrated the research relevance and highlighted the basics of successful distance learning. Then, we examined the concept of “comfort” in the educational process as the main component of effective learning. We also studied the psychological comfort in distance learning. The paper aims to identify the degree of comfort of the learning environment in a distant format to develop practical recommendations. Furthermore, we used questionnaires to determine the level of tension in the educational process, which is the opposite value of comfort: the higher the tension of students, the lower their comfort. Following S. V. Levchenko, we compiled the general emotional portrait of students’ attitudes to distance learning. The survey involved 87 students. Using statistical methods, we interpreted the results to make practical recommendations on organizing the learning process online most efficiently. The importance of psychological comfort as the primary mechanism in the organization of education, including distance learning, was emphasized.

TEACHING EAP TO DIGITAL GENERATION LEARNERS: DEVELOPING A GENERATION-SPECIFIC TEACHING STRATEGY

The article focuses on developing an English language teaching course for the students of the digital generation in non-linguistic specialties. To develop the course, a theoretical analysis of the scholarly literature on the digital generation student characteristics and their attitude to online and blended learning environments was conducted. In addition, the empirical data obtained through pre/post-tests and a survey of the students who enrolled in an English for Academic Purposes (EAP) course was analysed. The experimental groups were offered an EAP course specially designed for digital generation students and the control groups were offered a traditional EAP course. The pre-instructional questionnaire was developed to identify the behaviour of the digital generation students in the context of foreign language learning. The end-course survey was used to analyse whether the participants’ perception of foreign language learning changed after completing the course. The pre-instructional and post-study language proficiency scores were compared across the experimental and control groups. The research findings indicated that the experimental groups showed a significant advantage over the control groups and expressed more positive attitudes to learning EAP. Practical implications suggest that tailoring foreign language teaching to the basic characteristics of digital generation learners can significantly improve its efficiency, resulting in a higher level of foreign language proficiency and leading to increased motivation to study a foreign language.