Non-linguistic University Research Articles

Обучение иноязычной коммуникативной грамматике студентов неязыковых направлений подготовки: проблемы и пути их решения

The study aims to substantiate the need to improve the organization of the educational process for teaching foreign language communicative grammar to students in non-linguistic training programs. The paper presents the factors that determine the need for students of non-linguistic universities to learn grammar within the framework of a communicative approach. The problems hindering the successful implementation of this process are as follows: the lack of academic hours allocated for practical classes, contradictions between the communicative and the traditional approach, the low level of skills in the field of teaching communicative grammar among the teaching staff, reliance on a conscious approach to teaching foreign grammar, mismatch of the scientific and methodological support complex for teaching students to modern trends regarding the communicative orientation of foreign language training. The paper is the first to substantiate the significance and to describe the problems of teaching foreign language communicative grammar to students in non-linguistic training programs, which accounts for the scientific novelty of the study. As a result, the study has found that the problems of teaching communicative grammar to students in non-linguistic training programs are manifested at all levels of the educational process organization: at the level of approaches (communicative and traditional); at the level of the teacher’s activities to develop their professional skills; at the level of the university management determining the number of academic hours allocated for foreign language practical classes.

FEATURES OF TEACHING FOREIGN LANGUAGES IN NON-LINGUISTIC UNIVERSITIES IN THE CONTEXT OF DISTANCE LEARNING

Today, knowledge of a foreign language is one of the main criteria for assessing the professionalism of a young specialist who needs to develop communicative competencies in a foreign language. Despite the fact that when teaching foreign languages, an important part of the process that increases the motivation and effectiveness of classes is the direct interaction of students with a teacher, modern technologies make it possible to successfully implement the learning process in a remote format. Distance learning involves a different form of presentation of material and interaction between the teacher and the student. The need to switch to distance learning arose and became an integral part of our lives due to the coronavirus pandemic, however, despite the transition to offline learning, now universities often conduct classes in a remote format. The modern educational system sets completely new vectors for universities, in particular, the need to switch to distance learning, which justifies the relevance of studying this problem. Based on the results of a survey among students of a non-linguistic university, it was revealed that most of the respondents have a positive attitude towards the distance learning format and believe that ICT tools can replace paper media. Online learning has a positive impact on increasing the interest and motivation of students to study English. With the help of various online platforms, several platforms can be rationally used in the educational process both for conducting lectures and for receiving feedback, as well as for conducting various tests, surveys, writing papers, etc.

Didactic potential of the textbook in preparing students for self-regulated cognitive activity

The paper proves the relevance of the discussed topic in the view of modern reality and our understanding of education as a process in which a student is an active participant in their educational activities. The authors’ attention is focused on such concepts as «self-regulated cognitive activity», «metacognitive skills» and «person-centered teaching methods» revealing their interdependence in the learning process. The significant developmental potential of the academic discipline “Foreign Language” makes it possible to organize “constructive, cognitive and creative activity” of students striving for self-development. The aim of the research is to analyze the didactic potential of the textbook in preparing students for independent self-regulated cognitive activity and illustrate it with the examples of specific tasks. The authors examine the main characteristics of a foreign language textbook developed for a non-linguistic university. One of the important characteristics of a foreign language textbook is its focus on the development of self-regulated cognitive activity through methodological apparatus of the textbook. In this context, much attention is paid to person-centered tasks included in the foreign language textbooks. Such tasks include mini-projects, round tables, conferences, discussions, role-plays, case studies, etc. The practical value of the research is determined by the opportunity given by the textbook to apply the results for the effective development of students’ metacognitive skills that form the basis of self-education. The tasks presented and analyzed in the paper allow us to draw a conclusion about the importance and necessity of using person-centered technologies in the educational process with the aim of preparing students for independent self-regulated cognitive activity through the development of metacognitive skills.

КОММУНИКАТИВНЫЙ МЕТОД ОБУЧЕНИЯ ГРАММАТИКЕ АНГЛИЙСКОГО ЯЗЫКА В НЕЯЗЫКОВОМ ВУЗЕ

The article deals with the issues of teaching the grammar of a foreign language in a non-linguistic university. The author considers some approaches of communicative teaching of the grammar of a foreign language. And also, the requirements for teaching grammar in the light of the communicative approach are determined

FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY IN RUSSIA: IMPLEMENTATION EXPERIENCE AND DEVELOPMENT PROSPECTS

The article discusses the experience of organizing foreign language education in a non-linguistic Russian university. The author draws attention to the signifi cance of the influence of current socio-economic, political, methodological and individual factors on the pedagogical system under study. Key factors include integration processes, social and academic mobility, digitalization of various spheres of life, and the demand for English in society. The key changes in its structural components are described: target, content and technological. There is a differentiation of the goals of foreign language education at the bachelor’s and specialty/master’s levels, which require not only mastering the ability for oral and written foreign language communication, but also the ability to apply modern communication technologies in the target language. The modern educational space, which predetermines greater subjectivity of the student, and a clearer differentiation of goals and results determine the task of studying the claims, expectations and needs of foreign language students in a non-linguistic university, as well as updating the content of foreign language education in order to ensure that students can acquire personal experience in their future professional fi eld , and life activity in general. One of the innovative tasks of university foreign language teachers is the design and implementation of an interactive innovative educational environment. At the same time, it is necessary to recognize the need to study the didactic possibilities of interaction in the educational process with artifi cial intelligence. The results of the analysis of the presented experience made it possible to identify the specifi cs of the current state of the foreign language education system in a non-linguistic university and to identify promising directions for its further study in order to fi nd effective ways of management and timely transformation.

DEVELOPMENT OF PUBLIC SPEAKING COMPETENCE IN A FOREIGN LANGUAGE AMONG STUDENTS OF NON-LANGUAGE SPECIALTIES AT UNIVERSITY

The article discusses the organization of the process of developing the ability of public speaking on the basis of an online learning resource. It is one of the pedagogical solutions aimed to improve the effectiveness of teaching a foreign language to students of non-linguistic specialties at the university. To determine the relationship between the ability of public speaking in a foreign language and foreign language communicative competence, formed in accordance with the federal state educational standards of higher education, various approaches to the defi nition of the concepts of «competence» and «public speech» are analyzed. The features of public speech, the essence of communication technologies and methodological aspects of the development of an online training module have been studied. The results of a theoretical analysis of scientifi c and educational literature on the research topic allowed us to come to the conclusion that it is advisable to introduce an online module as an additional means of teaching a foreign language. The application of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) pedagogical design model in the development of an online learning resource on the Google Classroom web service is substantiated. The content of the online training module is professionally oriented and is a set of exercises for teaching group interviews and group counseling. Thematically presented module is intended for students in the specialty program 44.05.01 Pedagogy and psychology of deviant behavior. To solve the problems of professional activity during foreign language training, it is proposed to use modeling and execution of business games in oral communication and situational communicative tasks with writing different types of text in written communication. The developed online questionnaires are of practical importance for the implementation of the assessment stage according to the pedagogical design model of the online educational process ADDIE. The main research methods at the control stage of experimental research work are subject testing. The theoretical results of the study can be recommended to foreign language teachers at non-linguistic universities.

The specifics of teaching a foreign language to false beginners in non-linguistic universities

Despite recent active popularization of foreign languages in our modern society, the issue of teaching languages in non-linguistic universities still remains relevant, especially when a considerable proportion of newly enrolled students define their level of foreign language proficiency as false beginners. The authors of the study analyzed a number of national and foreign scientific papers on the issue of teaching false beginners in a non-linguistic university and noted that this issue has not been resolved yet within the context of the methodology of teaching foreign languages. Nowadays, there is an insufficient number of experiments on teaching false beginners aimed at improving their language training efficiency. The purpose of the study is to identify the features of false beginners’ language proficiency and to develop a hybrid model of teaching false beginners in a non-linguistic university. Methods of generalization and systematization (analysis of scientific literature on the research topic), abstract modeling of the situation, observation and experiment were used in the study. The research will be interesting for foreign language teachers who work with students of non-linguistic programmes of study.

Digital tools for successful students’ business communication in non-linguistic higher education institutions

The article demonstrates ways of digital tools application for business interaction of students studying foreign languages in non-linguistic higher education institutions. The research rested on the principles of competence-based approach and ecosystem approach. The following investigating methods were used: the theoretical analysis of literature and empirical methods such as testing, pedagogical experiment, quantitative and qualitative analyzing results of the experiment. The purpose and algorithm of the work presented were determined by the main methodological principles of teaching a foreign language and the results planned in the Basic educational program of higher education of bachelor’s degree. The purpose of the study was to identify ways and methods of effective use of digital tools for developing business communication skills of students in non-linguistic universities. The possibilities of modern digital tools to provide successful students’ business communication s in the context of a foreign language environment were analyzed. The digital tools Miro, Nearpod, and Google Calendar were chosen for the work. The following statement was formulated. Methodically competent use of the digital tools would improve students’ skills to conduct a dialogue and create a monologue in a foreign language in accordance with the goals and conditions of business communication. The presented statement had been verified by empirical methods. The experimental and control groups of first-year undergraduate students were formed according to the level of their foreign language skills determined by the entrance testing. During the experiment, students were required to prepare and hold several conferences with presentations on certain issues, followed by discussions. Criteria were developed for evaluating monologues-presentations and subsequent discussions in the form of an exchange of dialogical statements. During the preparation and holding of conferences, the students of the experimental group used selected digital tools (Miro, Nearpod, Google Calendar). The students of the control group did not use these digital tools. As a result of the experiment, significant dynamics in the level of preparing and presenting the material among the students of the experimental group was noted. The obtained results allowed the authors to develop methodological algorithm for the effective use of digital tools in business interaction of students studying in non-linguistic higher education institutions

Обучение студентов неязыкового вуза профессионально-ориентированному чтению цифровых текстов на иностранном языке: риски и возможности

The aim of the research is to justify the need for forming students’ skills to read vocationally-oriented digital texts in a foreign language, which contributes to the development of analytical, systematic, and critical thinking at a non-linguistic university. The article explores the process of reading foreign language texts as a complex analytical-synthetic activity, describes the characteristics of digital text, notes its positive and negative properties, and substantiates the need to develop students’ skills to read vocationally-oriented digital texts in a foreign language, which fosters the development of analytical and critical thinking. A methodology is proposed for developing students’ skills to read vocationally-oriented digital texts in the process of studying foreign languages at a non-linguistic university. The scientific novelty lies in identifying five groups of skills for reading digital texts at a non-linguistic university, namely: spatial orientation in digital texts, forecasting possible phenomena, events, facts, understanding the content of digital texts, analyzing information from digital texts, and engaging in reflection and critical analysis of the material read. The study results in defining the substantive and organizational-activity aspects of the methodology for forming the skills to read vocationally-oriented digital texts for students, as well as providing methodological recommendations for their development in foreign language studies at non-linguistic universities.

Development and analysis of multi-criteria methods for assessing competencies in non-linguistic universities

Development and analysis of multi-criteria methods for assessing competencies in non-linguistic universities

An exclusive phonological method of teaching a foreign language with a professionally oriented approach

The relevance of the topic of the article is due to the reassessment of the goals and objectives of professionally oriented language education at the undergraduate level in the light of UNESCO initiatives. The hypothesis: use of the proposed methodology in the course of teaching English with the indicated approach at a technical university can significantly improve pronunciation. The purpose is to determine the effectiveness of the phonological methodology in teaching a foreign language based on a professionally oriented approach. Methodology: pilot experiment, comparison, observation, description, Wilcoxon's T-test, induction. The experiment in 2019-2020 involved 60 students of the Moscow Aviation Institute (National Research University). Most relevant results: repeated control testing revealed an increase in the level of foreign language proficiency. The Wilcoxon t-test confirmed the significance of differences in the results: Temp=0< Tcr (n=4; p≤0.01)=1. Practical testing of this study showed that the vocalism technique provides effective opportunities for implementing an individual learning path. Thus, future research suggested by the results will continue to improve the phonology of pronunciation. The novelty of the study lies in the fact that this experiment was conducted for the first time at an aerospace non-linguistic university.

Modelling motivating education environment to enhence teaching english to university students

Improving the quality of language education in higher educational institutions of a non-linguistic profile without attracting additional material and other resources today seems to be an important task in the field of teaching foreign languages. Based on this attitude, the purpose of the work is to determine, taking into account the new learning conditions, in the structure of the educational environment of a non–linguistic university, a range of activities that optimize the process of learning a foreign language, including through the management of students' motivation. The article examines the role and place of such actions in the structure of the educational environment of a non-linguistic university and their impact on the quality of education, as well as the development of students' academic competence. To test the developed model, previously developed activities aimed at managing students' motivation to study were organized in groups of foreign language learners, which were built taking into account the structure of the university's learning environment. In addition to solving the actual educational tasks, this approach made it possible to demonstrate the potential of external and university electronic resources, developing students' ability to learn independently. As a result, students showed more independence in preparing for classes, and at the end of the course showed a higher level of development of communicative competence. The authors come to the conclusion about the need for systematic purposeful work on the management of motivation to learn, as an important factor affecting the effectiveness of the entire educational environment.

Педагогические условия эффективного формирования профессиональной полилингвальной личности студентов неязыковых специальностей при интегрированном обучении российских и иностранных студентов профессиональному иностранному языку

The aim of the research is to identify pedagogical conditions for the effective formation of professional multilingual personality among non-linguistic students. The paper provides a general description of the multilingual educational space of a non-linguistic university; reveals the essence of the notion of “a student’s professional multilingual personality”; defines the pedagogical conditions for the effective formation of multilingual personality among students at a non-linguistic university; substantiates the necessity of applying the identified pedagogical conditions for the effective formation of professional multilingual personality among future specialists of non-linguistic training programme specializations. The research is novel in that it has identified the pedagogical conditions and has substantiated the need for their application for the effective formation of professional multilingual personality among non-linguistic students on the basis of a theoretical analysis of the problem and an empirical study. As a result of the research, the necessity of implementing a set of pedagogical conditions in order to further carry out their practical evaluation to assess the effectiveness of professional multilingual personality formation among future specialists of non-linguistic training programme specializations has been described. The highlighted pedagogical conditions, according to the authors, reflect significant aspects in the development of students’ internal motivation for learning within the framework of the multilingual educational space.

TECHNOLOGIES OF TEACHING FOREIGN LANGUAGES IN TERMS OF IMMERSION EDUCATIONAL ENVIRONMENT

The article is devoted to the issue of the use of digital technologies in the process of teaching a foreign language in a non-linguistic university. We examined immersive technologies and substantiated their effectiveness in the process of forming students’ language competencies. In connection with the rapid increase of information flows, universities need to radically change the methodological paradigm: to teach students to navigate in a large amount of information, to analyze, generalize and apply the knowledge gained in solving professional problems. The use of immersive technologies in the learning process contributes to modernization, improving the quality of the taught discipline. But the use of these technologies is not always the key to the effectiveness of the educational process. The competence of the teacher, his/her computer literacy, knowledge of existing effective educational resources, the ability to work with authentic materials from Internet resources are the keys to a correctly chosen strategy. We can state that immersive technologies as educational technologies have potential, but existing applications need methodological improvements and additional research on effectiveness. The use of these technologies should comply with the principle of didactic expediency and possibly in combination with traditional forms of education. The computer literacy of a teacher is one of the most important competencies in teaching foreign languages through the use of innovative technologies, since the web environment is an integral component of modern educational life.

Классификация «ложных друзей переводчика» в текстах экономической направленности: типичные ошибки при переводе с английского языка на русский

This paper examines the difficulties faced by students at various non-linguistic universities when translating English pseudo-international words (“false friends”) into Russian in economic texts. Variants of incorrect interpretation are based on the use of loan translation and the incorrect meanings of lexical units – “false friends”. The aim of the research is to systematise the most frequent pseudo-international words related to financial and economic vocabulary by parts of speech based on the information received from students, as well as to identify typical errors, the study of which could further improve the quality of text translation. The classification of “false friends” presented in the paper made it possible to identify four parts of speech characteristic of pseudo-international words of economic subjects arranged in descending order of the number of incorrectly translated words: nouns, adjectives, verbs and adverbs. The scientific novelty of the work lies in taking a comprehensive approach to the problems of “false friends” translation and classification of pseudo-international words of economic subjects not only by their lexical meaning, but also by the grammatical classes of parts of speech. The linguistically relevant research findings amount to identifying the parts of speech of pseudo-international words that cause the greatest difficulties in translation. The work is carried out using the material of the English language.

Role-playing as a form of joint activity in the process of learning a foreign language

The paper is devoted to the consideration of the role-playing game as a form of joint activity in order to form social and communicative competencies of students in the foreign language classes in a non-linguistic university. The problem of joint activity in the learning process is one of the most important in modern psychology and pedagogy. The paper attempts to reveal the interdisciplinary nature of the concept of activity through a system of active subject-object relations or interactions from the point of view of basic and related sciences. The research is also focused on the structural components and process of joint activities, consideration of the activity approach in the management of the education process and self-organizing activities of students. Joint training activities at a foreign language lesson are considered through the forms of interaction between the teacher and students in the process of preparing and conducting a role-playing game. The joint educational activity of the teacher and students forms not only the communicative, but also the social competence of students, and is also considered as a model of their further interactions. The role-playing game is recognized as one of the most effective innovative forms of teaching a foreign language and is a socially significant and practically directed activity that increases the language and social competence of students and implements a communicative and activity approach to teaching a foreign language. The author justifies the need to use innovative methods of teaching a foreign language that contribute to the productive solution of personal, social and professional matters. Analysis of the role-playing game in a foreign language practical lesson made it possible to come to conclusions about the effectiveness of game forms and an activity approach in learning, as well as the possibility of implementing all forms of educational cooperation leading to partnership as the highest and most developed form of a persons self-organization.

TECHNIQUES OF FORMING THE COMPENSATORY COMPETENCE IN FOREIGN LANGUAGE LESSONS AT NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

This paper considers the formation of the compensatory competence through the example of specific techniques and exercises used in foreign language classes. The author analyses the peculiarity of using these techniques and exercises in the context of professionally oriented education of pedagogy students at non-linguistic universities.

About psychological features of the modernization of the process of teaching foreign languages in non-linguistic universities

About psychological features of the modernization of the process of teaching foreign languages in non-linguistic universities

Dual coding as one of the main cognitive educational categories in second language learning in a non-linguistic university

Dual coding as one of the main cognitive educational categories in second language learning in a non-linguistic university

Features of foreign language training of master’s students in a non-linguistic university

Features of foreign language training of master’s students in a non-linguistic university