Non-linguistic University Research Articles

Practical course in professionally oriented interpretation: Chinese language in preparing senior students of non-linguistic universities for professional activities

Introduction. Author's materials - texts and exercises for the new textbook "Chinese in the field of professionally oriented interpretation" are an innovative methodological means of organizing the educational process, allowing for an effective process of teaching transformational techniques of translation from Chinese into Russian and from Russian into Chinese. The purpose of the work is to develop effective methodological materials for teaching types of consecutive interpreting and written translation activities to students of non-linguistic universities based on authentic materials and test their effectiveness with a pedagogical experiment in the framework of preparing the textbook “Practical course of professionally oriented interpretation: Chinese language” for publication. Materials and methods. The experiment took place in two non-linguistic universities: on the basis of the scientific and educational center “East-West” at the department of “International Relations and Regional Studies” of the Novosibirsk State Technical University as part of translation courses. The study involved third- and fourth-year students with basic knowledge of the Chinese language (N=70). To test the effectiveness of using materials for publishing a practice-oriented textbook, participants in the experiment worked on new materials developed by the authors. Students in the control group studied by the traditional method. The objects of control were four types of translation activities: written translation of text from Chinese into Russian; written translation from Russian into Chinese, volume; consecutive interpreting of sentences from Chinese into Russian and oral consecutive interpretation of sentences from Russian into Chinese. Data analysis was performed using Student's t-test. Research results. It was revealed that the author's materials and the sequence of exercises developed for publication in the textbook have proven their effectiveness in the formation and development of skills in various types of translation. Translation of written text from Chinese into Russian (450 characters/hour) (t=2,33; p<0,01), translation of written text from Russian into Chinese (1000 characters/hour) (t=2,69; p<0,004), consecutive interpreting of sentences from Russian into Chinese (400 characters) (t=2,60 at p<0,006). At the same time, statistical analysis of the data did not confirm the improvement in indicators for the development of skills in consecutive interpreting of sentences from Chinese into Russian (250 characters) (t=1,41; p<0,07), which can be explained by the fact that students are proficient in non-linguistic universities with translation skills at an average level by the beginning of a pedagogical experiment within the framework of a verifiable lexical and grammatical transformation of the source material. Conclusion. The obtained results can be used in developing methods for teaching translation skills using original exercises to students of non-linguistic universities.

Methodological model for teaching residents of foreign language professional communication based on an integrated approach

Importance. The widespread use of foreign language education in non-linguistic universities is due to a number of factors that determine the development of professional activity in various industries. Medicine and healthcare are among the key areas of human activity that require regular updating of knowledge and improvement of professional skills of a specialist in the context of scientific and technological progress. Medical professionals are required to keep abreast of the latest achievements of science and technology, to study new methods of diagnosis, treatment and prevention of diseases in order to provide patients with better medical care. Using the example of the COVID-19 pandemic, the world community realized that the emergence of such threats requires rapid response and cooperation between various countries and organizations. Only through the experience of interaction between scientists and medical professionals from different countries, it was possible to jointly normalize the epidemiological situation around the world. The World Health Organization has played a key role in coordinating international efforts to combat coronavirus infection by providing all the necessary information in foreign languages, mainly English and French. In view of this, there is a social demand in the labor market for medical workers who speak English perfectly, and in higher educational institutions there is a demand for language courses from students of residency. The main purpose of the study is to develop a methodological model for teaching residents of foreign language professional communication based on an integrated approach.Research Methods. To achieve the main goal, theoretical and empirical research methods are applied, which make it possible to study and analyze existing theories and concepts on the topic of developing a methodological model for teaching residents of foreign language professional co mmunication based on an integrated approach. Based on the analysis of the academic literature on the research topic, the regularities of the construction of the methodological model, its functions and component composition are revealed. Modeling of the educational process makes it possible to create an effective methodological model for teaching residents of foreign language professional communication based on an integrated approach.Results and Discussion. The conducted research makes it possible to identify the didactic functions of the methodological model: 1) orienting; 2) regulatory; 3) formative; 4) controlling. Based on the identified didactic functions, a methodological model for teaching residents of foreign la nguage professional communication based on an integrated approach is developed, which is structurally presented in the form of five consecutive blocks: 1) prerequisites; 2) goal setting block; 3) content block; 4) operational and activity block; 5) evaluation and performance block.Conclusion. The developed methodological model for teaching residents of foreign language professional communication based on an integrated approach allows creating a simulation of the educational process in order to identify the strengths and weaknesses of the proposed teaching met hodology. The obtained research results are supposed to be used in the methods of foreign language teaching in medical universities in the training of residents.

Development of phonetic skills of students in teaching English in a non-linguistic university

Importance. The topicality of teaching students the right pronunciation is explained by the fact that phonetic aspect is one of the components of the language competence. The problem of necessity of forming a phonetic competence of students studying a foreign language at a non-linguistic institution is considered. The aim of the study is to consider the difficulties of developing students’ phonetic skills when teaching English in a non-linguistic university, as well as the suggestion of measures to eliminate these difficulties.Materials and Methods. Within the framework of the research, referring to modern scientific sources on the problem posed, the basic difficulties have been revealed, the material related to measures on solving the difficulties of students in the development of pronunciation skills has been systematized and generalized, various measures to eliminate errors and improve pronunciation skills have been proposed.Results and Discussion. The examples of traditional phonetic exercises of varying complexity, as well as innovative ones, the use of which is supposed to improve the pronunciation skills of students, are considered; methods for assessing phonetic skills have been defined.Conclusion. Forming of phonetic competence is an important component of the general language competence of students. By means of a variety of teaching materials, active practice and creating a suitable environment, students can improve their phonetic skills and achieve a higher level of English proficiency. The practical application of the results of the research can be used in teaching English at a non-linguistic university.

Formation of professionally oriented lexical competence among students of non-linguistic universities in the training program «Technosphere Safety»: a case study of the English language course

Modern methods of teaching foreign languages in non-linguistic universities are determined by the need to effectively combine language and professional training that meets the requirements of the Federal State Educational Standard of Higher Education (FSES HE). The key goal of this system is to develop students’ skills in understanding professionally-oriented information and developing the competence to communicate in a foreign language in professional situations.The article discusses issues related to the formation of professionally oriented lexical competence among students of the Federal State Budgetary Educational Institution of Higher Education «Maikop State Technological University» in the training program «Technosphere Safety». The study emphasizes the relevance of the topic, since when studying a professional foreign language it is impossible to develop lexical competence without the ability to work with thesaurus in one’s professional field.The goal of the research is to clarify the methods of developing professionally-oriented lexical competence among students of non-linguistic universities in the training program 20.03.01 «Technosphere Safety» in the process of reading texts in the specialty in English. The extent to which it is necessary to select lexical material and compile an individual thesaurus with a professional focus is assessed, which allows students to better understand professional texts, expand their vocabulary and accurately use professional terminology.Professionally oriented texts were the research material; linguistic and lexical units were analyzed, the skill of developing lexical competence among students was practiced.The research is based on complex research methods, consisting of theoretical methods (deductive analysis, method of statistical work with lexical material, comparative analysis) and empirical methods (observation method and data analysis).As a result of the research, a strategy for working on vocabulary when reading professionally oriented texts has been proposed, and the most effective exercises for developing lexical competence among students in the training program «Technosphere Safety» have been identified.Key conclusions: the formation of professionally oriented lexical competence among students of non-linguistic universities when working with foreign language texts on the topic «Technosphere Security» helps to analyze the information received and to form lexical competence and the skill of using an individual terminological thesaurus in the professional field, expanding the vocabulary in the specialty.

THE USE OF THE CLIL METHOD IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES

Learning a foreign language in the modern world is an undeniably important component of training specialists in various branches of the economy. A specialist who speaks a foreign language should also know professional terminology in both languages for more efficient work. Thus, there is a need to learn a foreign language in the relevant professional field. Scientists have studied this problem and have developed and implemented a new method in foreign language learning ‒ CLIL (Content and Language Integrated Learning). The purpose of the research is to determine the concept and effectiveness of the CLIL method in forming the professional foreign language communicative competence of students of higher education institutions. The article defines CLIL based on research by many scientists. On this basis, a proper definition of this concept is proposed. It has been demonstrated that CLIL is a harmonious combination of teaching a foreign language and a professional subject by a teacher of a foreign language or a professional subject. It is shown that in order to use the CLIL method in a non-linguistic university, teachers must meet two essential criteria: knowledge of a foreign language at a level suitable for teaching and knowledge of a professional subject at the appropriate level for teaching. Preparation for implementing the CLIL method in HEIs is a very complex and time-consuming process. The importance of understanding the concept and working principles of this method by the teacher himself should be emphasized, as well as what needs to be done for this. In addition, cooperation between the teacher of a foreign language and a professional subject is essential. An experimental study was also conducted to determine the feedback of students regarding the use of the CLIL method in the process of learning a foreign language. The survey showed that all students were satisfied with the CLIL teaching method. The surveyed students emphasized the effectiveness of duplicating topics from professional subjects and a foreign language using the CLIL method and increasing motivation to study.

SIGNIFICANCE OF ELECTRONIC EDUCATIONAL ENVIRONMENT WHEN TEACHING FOREIGN LANGUAGE FOR STUDENTS’ RESEARCH ACTIVITIES

Background. The paper focuses on the urgent problem of foreign language vocational training of prospective specialists and its significance in students’ research activities. Nowadays, the current concept of teaching foreign languages at non-linguistic university training emphasizes the teaching system combining vocational training and language acquisition. In other words, it is crucial to consider the competencies for prospective occupation and the ability of students to use their professional language skills in a dynamically changing environment. Based on the modern standards of higher education, with an emphasis on project and research activities, the programs of teaching foreign languages consider the student’s research activities one of the most important motivation tools for mastering a foreign language. These activities allow students to creatively apply the achievements of scientific and technological progress in practice. Purpose. The aim of the research is to present a description of the structure of the electronic educational environment of the university and to identify the specifics of foreign language teaching for research activities of students. Materials and methods. The competence approach, in particular foreign-language professional-oriented competence, is considered as the methodological basis of the study. Achievement of the set research goal was carried out on the basis of theoretical and methodological analysis, systematisation and generalisation of scientific literature on the given problem. Quantitative indicators were used as an element of describing the dynamics of changes in the educational environment of the university. Using the given methods, the students should obtain foreign language competencies, including the extensive application of electronic educational resources and research skills. We described the approaches to organizing the teaching process, focusing on the concept of a computer-based environment, including electronic educational resources. Results. The experience of Sevastopol State University (Sevastopol, Russia) serves as an example of the positive experience of the electronic educational environment, which underlines the scientific novelty of the study. Practice shows that using an electronic educational environment is essential in engaging students in research activities. Such an environment promotes the formation of creative skills among students and increases the level of their vocational training.

Jigsaw technique in foreign language classes at a non-linguistic university (using the example of working with video materials)

Jigsaw technique in foreign language classes at a non-linguistic university (using the example of working with video materials)

Development and implementation of video tutorials as a means of optimizing the independent work of students of a non-linguistic university in English

Development and implementation of video tutorials as a means of optimizing the independent work of students of a non-linguistic university in English

Experience and Prospects for the Project Method Integration in Teaching English for Professional at a Non-linguistic University

Experience and Prospects for the Project Method Integration in Teaching English for Professional at a Non-linguistic University

Features of the use of chatbots in teaching foreign languages to students of a non-linguistic university (using the example of English)

Features of the use of chatbots in teaching foreign languages to students of a non-linguistic university (using the example of English)

Methods for the formation of monologue speech in the Russian language classes in a non-linguistic university

In the article topical issues of teaching Russian as a foreign language in Kazakh language groups were considered. The authors focus on the topical problem of forming the skills of monological speech at the basic and academic levels. Based on the practical experience of working in the basic and academic level groups in a technical university the authors analyze the effectiveness of the very method of combining multilevel groups and working on the monological speech with the use of innovative methods. In this article on the example of particular classes such methods as “Tandem”, excursion, case-study, project were studied in the aspect of working out the skills of monological speech. The authors offer the plan of organizing classes at different levels of groups, defining the ratio of topics and the most adequate methods aimed at forming skills of monological speech in the course of studying these topic

A WAY TO COMPENSATE PHD STUDENTS' INSUFFICIENT EFL PROFICIENCY: FLIPPED CLASSROOM APPROACH

Background. The shift in standards in Russian education has led to certain changes on the tertiary level of higher education. Most notably the consequences have concerned the aspect of teaching a foreign language to postgraduate students. In particular Samara State University of Economics now does not have language entrance exams anymore and foreign language class time has been rather limited. Nonetheless the level of final exam requirements is yet quite high. The article is relevant due to the need to find a possible remedy to overcome a problem of a fairly low level of previous language training among a certain category of postgraduate students. Purpose. The research purpose was to determine the effectiveness of a flipped classroom strategy as a way to compensate insufficient level of English mastering among the students of postgraduate courses. Materials and methods. Flipped classroom acts as a well-proven approach that could solve the problem. The results of summative assessment are presented in this paper. The methodology adopted in this study is based on the needs analysis, mathematical statistics and content inspection of students' interviews. The range of students, whose needs to improve their language level were determined at the first stage of the experiment then took part took part in a flipped classroom project. At the final stage of the experiment the students were examined for their language performance. Results. The results of the experiment prove the effectiveness of the proposed format for teaching a foreign language for postgraduate students in a non-linguistic university as it increases the efficiency of mastering the skills for the successful exam pass. This study suggests that flipped classroom approach could be an effective remedy to overcome the challenges that teachers and students at postgraduate level are facing today.

AN INVESTIGATION INTO CURRENT CONDITION OF THE FORMATION OF FOREIGN LANGUAGE PROFESSIONAL-COMMUNICATIVE COMPETENCIES IN ONLINE EDUCATIONAL FORMAT (IN THE SAMPLE OF NON-LINGUISTIC UNIVERSITIES)

This article is written to determine the peculiarities of formation of foreign language professional-communicative competencies of the non-linguistic university students in online education. The authors scrutinize the key aspects of professional-communicative competencies in foreign language based on the earliest investigations provided by foreign and Kazakhstani scholars and on the results of the questionnaire. Moreover, the authors emphasized the significance of online education in the formation of professional-communicative competencies in foreign languages on the basis of the monitor and report, made by National Center for Higher Education Development. However, authors claim that the challenges persist in some Kazakhstani universities, including non-linguistic ones. Despite the universities have utilized the platform to offer massive open online courses, they still face issues related to methodological and technological aspects of online education implementation. Thus, the authors demonstrate the overview on the procedure of integration of online lessons, especially, for the development of foreign language professsional-communicative competencies in agrarian universities. In this regard, the research was carried out among 200 students and teaching staff of the S. Seifullin Kazakh Agrotechnical Research University to identify the current condition of foreign language professional-communicative competencies formation in online education.

Overcoming the language barrier among students in the development of communicative competence in a foreign language

Importance. This study is devoted to the communicative aspect of learning foreign languages and one of the most acute problems on the way to mastering oral foreign language speech – language barriers. The relevance of this study lies in the fact that in recent decades communicative competence has often been displaced from foreign language classes in non-linguistic universities, even despite the current competence approach, giving way to grammar and vocabulary, as well as foreign language for specific purposes. As a result, students are experiencing more and more problems with oral communication, most of which are related to the language barrier. Despite many scientific papers on this topic, their authors touch upon the theoretical aspects of the problem and, as a rule, do not offer specific methods for developing communicative competence with overcoming the language barrier.Materials and Methods. The paper uses methods of analysis of both domestic and foreign studies, empirical methods of long-term observation, system analysis, survey and pedagogical experiment.Result and Discussion. The main difficulties faced by students in the development of communicative competence in learning a foreign language can be divided into three groups: linguistic, psychosocial and organizational. The proposed scheme for the development of communicative competencies "Presentation – Reproduction – (Semi)controlled tasks – Communication" allows to prevent the occurrence and overcome the language barrier among students at different stages of language learning.Conclusion. The principles underlying learning with overcoming the language barrier consist in the naturalness of communication within the framework of training sessions, the gradual complication and relevance for students of educational materials for the development of oral communication.

The problem of developing competence in English academic writing at the master's level

The article discusses the problems of teaching academic writing in a non-linguistic university and proposes possible ways of solving them. The research analysis on the topic is presented and the urgency of the topic in international academic interaction is highlighted. The results of the survey on the attitude of master’s students to the academic writing tasks are described. The methods of statistical analysis were used to explain and interpret the survey’s results. The survey has displayed a controversial attitude to the writing tasks. The authors stress that one of the reasons for the negative attitude to the writing tasks is that the writing competence is not developed enough as compared to reading, speaking, listening. The students are not aware of the interdependence of all competences and have low motivation for studying academic writing. The teacher’s task is to incorporate academic writing tasks in the course of studies, keeping to the principle of complex competence teaching. Academic writing tasks have to promote students’ autonomy and improve their professional skills. The survey concludes that there is a huge potential for the development of motivation and skills in academic writing.

METHODOLOGY FOR DEVELOPING CHEMISTRY TEACHERS’ FOREIGN LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCIES

This study’s significance lies in its the need to develop foreign language professional communicative competence (FLPCC) of non-linguistic university students and the exploration of ways to achieve it. Developing FLPCC embodies not only speaking fluently in a foreign language in the professional field but also enhancing linguistic and communicative skills alongside subject knowledge. The purpose of this research is to identify effective methods and approaches for fostering fluent communication skills within the context of teaching chemistry in English. Analysis of the diverse methods of developing FLPCC enables us to reveal the components of this competence and create a set of exercises based on Kunanbaeva’s modelling. To evaluate the effectiveness of this set of exercises used in class organization, diagnostic monitoring was conducted. The findings obtained from the final exam revealed that the students enhanced their professional communicative skills, expanded their vocabulary, and were motivated to further develop their linguistic skills. These research findings are beneficial for young scientists, teachers, and students conducting research in this field.

Сериал как инструмент формирования социокультурной компетенции студентов в процессе обучения иностранному языку в неязыковом вузе (на примере итальянского языка)

The aim of the research is to determine the didactic possibilities of a TV series as a source of sociocultural competence formation for students studying a foreign language at a non-linguistic university. The article substantiates the thesis that a TV series, being an important sociocultural phenomenon of our time, can be used to master the national and cultural component of the country of the studied language and world sociocultural trends. The scientific novelty of the research is determined by the fact that for the first time a methodology has been developed for working with a sociocultural component of a TV series in foreign language classes with students of a non-linguistic university. As a result, it was proved that a TV series as a didactic tool not only contributes to the assimilation of nationally specific information about the country of the studied language, but also allows learners to trace global sociocultural transformations, which is especially relevant in the context of multicultural education.

Teaching students of non-linguistic universities professionally oriented communication in a foreign language based on script

Teaching students of non-linguistic universities professionally oriented communication in a foreign language based on script

Особенности обучения английскому языку студентов неязыковых вузов с проявлением семантической и аграмматической дислексии

The article is devoted to the study of the peculiarities of teaching English to students experiencing difficulties in semantic and agrammatic dyslexia. The purpose of the study is to identify effective methods and strategies that can help students overcome these difficulties in the process of learning English in a non-linguistic university. As part of this work, a literature review was conducted, including scientific publications and research on the topic of teaching English in the presence of dyslexia. The classification of dyslexia was considered, its semantic and agrammatic manifestations were highlighted. As a result of the study, the main difficulties that students face when learning English in the context of dyslexia were highlighted. In the course of the work, recommendations were proposed for English language teachers that will help them to work effectively with students of non-linguistic universities with manifestations of semantic and agrammatic dyslexia.

Электронный курс по итальянскому языку на основе сериала для студентов неязыковых вузов: опыт создания и апробации

The article has a practice-oriented nature. The research shows the results of developing the author’s electronic course on the Italian language, stemming from methodological reflections that arose both during its writing and during its testing. The aim of this article is to present the experience of developing and testing an electronic course on the Italian language based on a TV series. The scientific novelty of the research is determined by the fact that it first justifies the possibility of using a TV series as educational material within the framework of creating an electronic course on the Italian language for students of non-linguistic universities. As a result, it is proven that the developed educational and methodological complex represents a multi-level system, which most effectively realizes its didactic potential in a semi-distance (blended) format, with active involvement of the teacher in the learning process.