Professional Language Competence Research Articles

FORMATION OF PROFESSIONAL LANGUAGE COMPETENCE IN A FOREIGN LANGUAGE FOR STUDENTS MAJORING IN PHYSICS

The research article investigates the effectiveness of an integrative teaching methodology in developing professional language competence among Physics students. The goal of the study was to determine the peculiarities of forming components of the language professional communicative competence, and to reveal criteria for the development of this competence in practical sessions using a foreign language. To achieve the goal of the study the methodological experiment was conducted based on the Eurasian National University named after L. N. Gumilyov. Employing various activities such as collaborative discussions, project-based learning, role-play simulations, and written assignments, the study focuses on the enhancement of specific language skills, including speaking and writing proficiency, acquisition of professional terminology and vocabulary, and the development of critical thinking and analytical abilities. The findings aim to contribute valuable insights into the pedagogical strategies that prove most beneficial in fostering comprehensive language competencies within the specialized domain of Physics education. Keywords: professional language competence, language skills, integrative approach, physics students, professional context, communication.

PEDAGOGICAL CONDITIONS OF FORMING LANGUAGE COMPETENCE OF FUTURE ENERGY ENGINEERS

The paper covers the analysis of the problem of finding effective pedagogical conditions for the development of foreign language competence of students majoring in power engineering in higher educational institutions. The paper proposes solutions to this problem. The paper presents the author's own definition of "pedagogical conditions" as a set of targeted measures that organize and facilitate the educational process, focusing on students' professional and foreign language competence. These measures are influenced by external and internal factors, various forms of educational and scientific work, as well as modern methodologies and innovative technologies. Their purpose is to foster comprehensive personality development and provide professional training for future energy engineers in accordance with current requirements.
 Through a survey conducted among scientific and pedagogical staff of technical universities, along with the author's own experience, the main pedagogical conditions that foster a favorable educational environment for developing foreign language competence among power engineering students have been identified. These conditions include: building positive motivation among future energy engineers to learn foreign languages during their professional training, integrating project technologies into foreign language instruction at higher educational institutions, developing self-study foreign language communication skills among Master's students in both receptive and productive forms, and implementing interdisciplinary integration of general professional and foreign language training content.
 The meaning of every pedagogical condition has been theoretically substantiated and the examples of their practical implementation into the educational process have been provided, namely: the introduction of “Nicos Weg” course, working on interactive activities, thematical projects and solving communicative situations. It has been determined that these suggested pedagogical conditions contribute to high-quality foreign language training for students in higher educational institutions and enable the achievement of program learning outcomes that ensure future energy engineers possess the ability and readiness to effectively utilize foreign language knowledge and skills in their professional activities.

Professional Language Competencies of Complex Rehabilitation Specialists in the System of Additional Professional Education

Professional Language Competencies of Complex Rehabilitation Specialists in the System of Additional Professional Education

Профессиональная языковая подготовка военных переводчиков: коммуникативные технологии

Introduction. Communicative technologies are one of the most effective pedagogical technologies in the professional language training of military translators. Determining the attitude of students to the use of communicative technologies in the educational process will contribute to improving the quality of their training.
 The aim of the study is to identify the attitude of future military translators to the use of communicative technologies in their professional language training.
 Methods and materials. This study is based on an integrative methodological approach, which allows combining various educational disciplines, technologies and techniques into a single educational process. The analysis of pedagogical technologies is carried out on the basis of a communicative methodological approach that determines the principles of interaction between participants in the educational process. In classes on foreign language and military translation, the training of military translators uses various communication technologies that contribute to the formation of professional and military-special language competencies of future military translators, such as, for example, case analysis, role-playing, design technologies, etc.
 Results of the study. A study was conducted identifying the opinion of cadets on the advisability of preparing for the use of attack and self-defense strategies in the negotiation process. The questionnaire was attended by 96 cadets of 3 and 4 years of training at the Ryazan Guards Higher Airborne Command School. 93 students (88.3 per cent) noted the importance of using communicative technologies in the training of military translators. 94 (97.9 per cent) of the cadets perform case analysis with interest, 82 (85.4 per cent) of the cadets are interested in the role-playing game and 76 (79.1 per cent) of the cadets are interested in project activities. The communication technologies used in military translation sessions undoubtedly contribute to improving the level of professional language training of military interpreters.
 Conclusion. The results of the study can be used to further develop the issues of professional language training of cadets of military universities with a focus on the individualization of the educational process and on the technology of personalized training.

Quantifiable structure of professional language competence

Quantifiable structure of professional language competence

ENSURING PROFESSIONAL LANGUAGE COMPETENCE AS A NECESSARY FACTOR FOR IMPROVING THE EXPERTISE OF FINANCIERS AND BANK EMPLOYEES

Abstract. The article is aimed at analyzing the impact of globalization challenges to ensure qualitative professional language competence as a necessary factor for improving the expertise of financiers and bank employees to meet requirements and needs of national and regional labour markets. The theoretical importance of the article is that it is analyzed the semantic content of the basic notions connected with professional language competence in the foreign scientific space. The practical importance of the article is that the authors proved experimentally implementing the professional language competence and developed recommendations for ensuring this competence in higher educational institutions of Ukraine. The article deals with the current issues of the development of economic education, state policy implementation directed to the experts of this area. The essence, content and structure of professional language competence are highlighted in this article. The features of cognitive and practical activities of financiers and bank employees are revealed. The constituents and conditions for increasing the efficiency of forming the professional language competence of these finance and bank specialists and their willingness are defined. A significant attention is paid to the importance of prediction of lifelong professional education development, strengthening of forecast scientific research function. The specific features of forming the content of training and the application of innovative and advanced pedagogical technologies are identified. The interaction of economic, scientific and technical factors being considered in training experts for above-mentioned industry is outlined. In order to estimate efficiency of this training interdisciplinarity is of great significance. The necessity of using interdisciplinary educational technologies in the professional training of financiers and bank employees is substantiated. The importance of interdisciplinarity in education under the conditions of intense development in information training and the expanded function of intellectual property objects in modern economy are demonstrated. It has been found that interdisciplinarity of economic education is grounded on the network connections of the studied disciplines. The aim, content, and trends in interdisciplinarity of academic education are presented in the system of economic training. Keywords: language competence, financiers and bank employees, professional education and training, higher education, labour market, upgrading, technologies, forecast. JEL Classification I21, L33 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 28.

ROLE OF THE DIGITAL EDUCATIONAL ENVIRONMENT IN THE FORMATION OF FOREIGN LANGUAGE COMPETENCIES

The problem of the formation of professional foreign language competencies today is inextricably linked with the ability to develop in a digital educational environment, effectively use the Internet and digital educational resources. The development of digital literacy makes it possible to safely carry out communications within the digital environment in a new format. This article examines the readiness of modern students of foreign language education to study in a digital educational environment. It is shown that when students successfully master digital technologies, they develop skills to work in a digital environment and form digital competence, which is necessary in a digital society. A number of digital educational technologies that are used in the process of teaching a foreign language are presented.

Motivation as the Basis for the Professional Language Competence Formation for Future Intelligence Officers of the Armed Forces of Ukraine

The paper highlights the main motivation aspects of military highly specialized language training of future intelligence officers of Ukrainian Armed Forces. The motivation resources for forming the professional foreign language competence of military students of higher military educational establishments are determined. The effective conditions for studying professional terminology as the basis for the skills of a future expert are specified. The necessity of organizing an effective training process of studying professional terms is substantiated with the aim of creating the most effective conditions for learning professional terms for terminology, the latter being the basis of professional communication. The algorithm for introducing highly specialized terminology is outlined in order to better comprehend and reveal the essence of the concept and structure of the terms. The emphasis is laid on the technique of introducing highly specialized terminology. Thus the process of foreign language classes organization makes it possible to master professional texts in the original. The authors maintain that main methods of rendering contemporary English military vocabulary (single- and multi-component terminology, abbreviations and shortenings, set terminological units, neologisms) into Ukrainian are as follows: lexical equivalent translation, transformation translation borrowing (transcription / transliteration), descriptive translation, loan translation and others. The difficulties in rendering military vocabulary of the NATO publications are related to the pragmatic aspects of translation.

PROFESSIONAL LANGUAGE COMPETENCE OF TECHNICAL UNIVERSITY STUDENT: CONCEPT, STRUCTURE, DEVELOPMENTAL SPECIFICS

The use of competence-based approach in higher technical education demands a certain degree of precision from teachers and researchers when building a structure of a competence. This paper explores foreign language training in a technical university. It discusses the specifics of a concept of competence in the context of a technical university taking into account its qualimetric nature, the ability to measure the results of its development. Also, the concept, structure and developmental specifics of a complex, professional language competence relevant for technical universities are presented. Based on the literature review and the use of method of group expert assessment, the structure of professional language competence for a technical university student is identified. It consists of three its most significant components: communicative, cognitive and domain-specific. With that, the domain-specific component implies two individual educational trajectories which correspond to the needs of future graduates. The presented structure lays the foundation of a pedagogical model and technology developed by the author and can be used for other pedagogical solutions and experiments.

THE USE OF ACTIVE TEACHING METHODS IN FORMING THE PROFESSIONAL LANGUAGE COMPETENCE OF STUDENTS

The constant need to improve the educational process during the vocational training of students by means of a foreign language, challenges scientists and teachers to explore the most effective approaches to teaching. The aim of the paper is to analyses active teaching methods in the process of forming the professional language competence of students. To study the problem, theoretical methods of pedagogical research have been used by the authors of the article. It has been researched that active teaching methods contribute to the development of thinking skills of student. On the basis of the above examples of active teaching methods, it has been proposed to use the following active methods as Case study, «brainstorming», role play, debates, analysis of specific situations, that encourage students to active mental activity in the process of mastering the educational material. Active teaching methods increase interest and motivation in learning English for specific purposes, develop their independence, contribute to the development of thinking abilities, the ability to express their thoughts in the target language. In parallel with teaching and upbringing, the use of active teaching methods in the educational process ensures the formation and development of so-called universal skills of students. These usually include the ability to make decisions and the ability to solve problems, communication skills and qualities, the ability to formulate messages clearly and set tasks, the ability to listen to and take into account the different points of view and opinions of others, leadership skills and qualities, and the ability to work in a team. The main components of the professionally oriented system are the content of the educational process, the educational activities of the teacher and the activities of students. As a result of interaction of these components there are other elements of system (means, methods and forms, technical means, etc.).

СПЕЦИФИКА ПРЕПОДАВАНИЯ СПЕЦИАЛИЗИРОВАННОГО ИНОСТРАННОГО ЯЗЫКА

The article is devoted to modern methods and approaches in teaching of the foreign language, in particular a specialized foreign language. The main goal of the article is the methodology of teaching of specialized foreign language, the goals of its teaching and the stages in the construction of the curriculum, of professional language skills and competencies. The article offers practical recommendations and a specific case from the curriculum of specialized French.

Sprachliche Kompetenzen im Beruf messbar machen: Die „Deutscheinschätzung für Stellensuchende“

Employers need to know to what extent their non-native employees have the linguistic skills they need to successfully perform in their jobs. The recent migration movements to Germanspeaking countries has led to a massive need for diagnostic tools to assess professional language competence. Only with these is it possible to assign course participants with prior knowledge to suitable courses, to make learning progress visible or to certify job-related German skills in a valid way. Using the “German assessment for job seekers” of the Canton of Zurich as an example, this paper presents the way in which the test design can be guided by an empirical target group analysis that is as meaningful as possible. This is followed by an explanation of the impact that an analysis of the language needs of this target group can have on the test design. The article concludes with a strong plea for an even more consistent focus on the target group and its language needs in the development of vocational diagnostic instruments.

Flipping the Aviation English class for distant learning: experience from the field

This study is aimed to verify experimentally the efficiency of the flipped classroom approach using in the process of online teaching Aviation English at National Aviation University. It was conducted from September till December 2020. The research included two groups of students of the second year of study speciality: 272 ‘Aviation Transport'. The experiment employed mixed-method research in convergent design. In the context of the experiment testing to determine students' level of professional language communicative competence in English were conducted in September and December 2020 at the beginning and the end of the first term of the academic year 2020-2021. Testing revealed that students from the experimental group have better results in professional language competence development. A survey was conducted in the experimental group aimed to reveal students' impression from the flipped classroom approach using in distant learning. According to the results of the experiment, it was stated that students have mainly positive attitude to the experiment Advantages and disadvantages of the approach are identified. The conclusion was made that in the context of distance learning, the flipped lessons approach is acceptable for mastering the Aviation English course.

Borrowing of economic terms in the abstract database of "Ukrainika scientific"

Studied Ukrainian term as a cultural phenomenon. The author analyses modern tendencies of development of economic terminology. Characterized by issues of borrowing in economic terms and they sailed on lexico-semantic development in the warehouse of the modern Ukrainian language. Analyzes different approaches to the classification of terms, their types and prevalence. Investigates the current state of fixation of the tumors in the dictionary. Defines the role of English borrowings in the Ukrainian financial-economic terminosistemy and listed on the negative aspects of this phenomenon. Attention is paid to the peculiarities of the definition of variability, synonymy, doubletest terms, professionalisms and interpreted the specificity of their use in Ukrainian language as full-fledged objects of modern language system. The processes of the emergence of rosans, anglicisms and international in the modern Ukrainian language. Linguistic and inter-linguistic factors of borrowing in the investigated system were found. Attention is paid to the issues of the complexity of the form of the term. Defines the role of terminology in the formation of professional language competence of professionals of any industry, particularly economic. After the appearance of any new term takes time. Discussed the status of specific national framework in the formation of a scientific thesaurus. The generality of the term, its readability of the audience is characterized, and also clarified whether there is a need for its interpretation. Listed on the features of the text that may have a different purpose and different content material. The questions of whether the use of foreign borrowings of scientific terms, if the national of compliance with the existing and carry the full value of a new concept. The influence of the phenomena of globalization and internationalization also have a significant impact. It was researched on materials of abstract database "Ukrainika Naukova".

Pedagogical Knowledge of English Teachers on Speech Acts in Senior High School Level of West Nusa Tenggara

As an English teacher, communicating through English language properly and thoroughly is highly required particularly at Senior High School level. They are expected to communicate politely since teachers are the role model of teaching. As a professional teacher, English teachers must have professional competencies such as speech acts proficiencies. Speech act is included into spoken English and is taught in Senior High School level in order to develop students’ communicative competence. This is a descriptive qualitative research and is aiming at describing pedagogical knowledge of English teachers on speech acts in Senior High School level of West Nusa Tenggara. The knowledge itself is divided into some branches, they are the ability to define speech acts, ability to identify speech acts conversation and ability to identify speech act utterances. The researcher conducted the interview to collect the data. The data are obtained from the interview and the tape recorder to record the interview process. After analyzing the data, the researcher found that Senior High School teachers mostly can answer questions about speech acts. They can define speech acts, they can identify the speech act conversations and they can identify the speech act utterances. In conclusion, the knowledge of speech acts of Senior High School teachers is categorized very good because they can answer most questions correctly. Therefore, Senior High School teachers fulfill professional language competencies; they comprehend teaching materials and have good pedagogical skills.

Professional language competence of technical university students: concept, its specificity and development

The objective of this paper is to provide a strict definition of a concept “competence” which can be used in the context of professional language training of technical university students.The literature review shows the necessity of the development of professional language competence in future tool-making engineers that technical universities in Russia train. Based on this review, the structure of this competence has been identified. Also, the process of professional language competence development is thoroughly analyzed so that the conclusions about the stages of this process and the necessary pedagogical conditions that a teacher must follow are determined.

Activities to foster students’ individual cognitive abilities in the foreign language classroom

The paper considers possibilities of applying the learner-centred approach in the foreign language classroom using activities based on individual, psychological and cognitive peculiarities of students. The educational principles of the theory of multiple intelligences by Dr. H. Gardner are relevant to those of the learner-centred. Dr. H. Gardner (2007) classified intelligence into seven types, namely linguistic intelligence (“word smart”), logical-mathematical intelligence (“number/reasoning smart”), spatial intelligence (“picture smart”), bodily-kinesthetic intelligence (“body smart”), musical intelligence (“music smart”), interpersonal intelligence (“people smart”), intrapersonal intelligence (“self smart”), naturalist intelligence (“nature smart”). According to his philosophy, each person possesses own intelligence profile, i.e. individual combination of different intelligence types. If to transfer his theory to the educational foreign language learning process in institutions of higher education, we can state that it is efficient to create educational situations when the acquisition of professional foreign language competencies occurs simultaneously with the realisation of students’ natural gifts and cognitive abilities. Therefore, the author suggests several activities to reinforce different types of student intelligence to use in the foreign language classroom. To optimise the learning process, it is recommended that students should analyse the methods they applied to complete the tasks in the suggested activities, and the abilities which helped them accomplish these tasks successfully. Such reflection gives students an opportunity to recognise their gifts and abilities, so that they can use the most effective learning strategies henceforward. The author suggests some additional ways of applying the promise of learner centered approach in the foreign language classroom, such as (a) to design language tasks which would activate different types of students’ intelligence and foster development of students’ personal cognitive abilities, and (b) to promote students’ reflection and awareness of learning styles to be able to apply them while doing self-study activities.

Профессиональная языковая компетентность: факты и направление

Профессиональная языковая компетентность: факты и направление

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МОВЛЕННЄВОЇ КОМПЕТЕНТНОСТІ ІНОЗЕМНИХ СТУДЕНТІВ-МЕДИКІВ НА ЗАНЯТТЯХ З УКРАЇНСЬКОЇ МОВИ

Formation of professional competence in the process of becoming a future doctor needs an interdisciplinary substantiation of integrated model, improvement of content, forms and methods of teaching, creation of favorable psychological and educational conditions of practical training activities. The article outlines the concept of professional language competence of a foreign medical student and suggests effective methods of mastering Ukrainian medical terminology as an essential component of professional competence. The methodical system as a combination of effective methods of forming professional language competence of a future physician is described on the example of studying the communicative theme «Blood. Blood Donors». The criteria of evaluation of student achievements, the state of formation of professional knowledge, skills and abilities, values orientations, culture of speech, style of communication are determined. The basic principles of the formation of professional linguistic competence are such as dominance of communicative approach and professionally oriented content «Ukrainian as a foreign language», the systemic principle in preparation of tasks for all types of speech activity (reading, speaking, listening, writing), the principle of adaptation educational materials for communicative needs of medical students. The four-component structure of professional language competence of a foreign doctor is described. In particular, the following four components are identified: informative (defining ways of perception, storage and transmission of information), analytical (including comparison, classification, abstraction, forecasting, systematization and specification of linguistic material); communicative (through which the information is transmitted, that is, there is a communicative interaction), social (realization of social roles of a foreign student at «student–teacher» and «student–physician-patient» levels).

CORRELATION OF FORMATION LEVEL OF THE STUDENTS-MEDICS SPEECH CULTURE AND THE DYNAMICS OF PROFESSIONAL SPEECH COMPETENCE FORMATION

The publication is devoted to the issue of the professional speech competence formation of medical students with taking into account the specifics of the activity, as well as the international practice of medical discourse. The purpose of the publication is to study the conditions for correlating the level of speech culture formation of medical students and the dynamics of the professional speech competence formation. Methods of research used: theoretical (psychological and pedagogical analysis), empirical (observation of the educational process and study of pedagogical experience for studying the specifics of teaching the course of the language training unit in the pedagogical higher education of the I-II accreditation levels); actually linguistic (component and etymological analysis). The author outlines the directions of the development of the language culture of medical students and studies out the conditions of the formation’s correlation of medical students language culture, the dynamics of the formation of professional language competence, where the leading role is devoted to the development of communicative literacy, the implementation of stylistic and communicative qualities (normativity, precision, accuracy, logic, expressiveness, relevance, ethics and aesthetics) of complete professional language; introduced the didactic accompaniment that is used in the content of professional language training of medical students, which provides a system of exercises that ensure the development of linguistic literacy, communicative skills, taking into account the specifics of medical discourse. The correlation with the degree of the speech competence formation of medics at the level of medical texts production, taking into account pragmatic guidance and communicative purpose, consist of such features: normativity (observance of the norms of the current spelling); accuracy (the use of lexemes according to their semantics, service with special terms); logic (the consistent combination of words and sentences of the sentence / parts of the sentence; reproduction of semantic, structural, intonational connotations) Within the whole text, which transmits the connection of non-contradictory judgments); expressiveness (achieved by the accuracy of words and logic of presentation, professional vocabulary and phraseology); ethics (the system of stoic language formulas recommended by the society to establish the speech contact of the interlocutors); aesthetics (the aesthetics of the daily practical language of physicians is achieved by the optimal selection of linguistic means required for a certain communicative instruction); relevance (speech erudition).