Students Of Non-linguistic Universities 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.

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.

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.

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.

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.

Didactic possibilities of open educational modular multimedia systems in teaching English to students of non-linguistic universities

Didactic possibilities of open educational modular multimedia systems in teaching English to students of non-linguistic universities

MORPHONOLOGICAL PHENOMENA IN THE ENGLISH SCIENTIFIC AND TECHNICAL VOCABULARY

The purpose of this article is the study of morphonological phenomena in the word formation of the English language of science. Morphonology is a relatively new discipline, and before proceeding to the study of specific material. The authors consider it necessary to acquaint the reader with its main provisions. Morphonology word formation of modern English scientific and technical literature contributes to the standardization of terminological systems based on the mutual influence of the general standard language and the language of science as its functional type. It should be noted that there is no strict dependence between the parameters of word families and modifications of the basis, except for one thing: there is no change of the basis in the adverbial direction of the derivative. Morphological modifications of the producing base in one direction or another, as a rule, are obligatory, but optional. The scientific value is that the wide prevalence of morphological phenomena in the word formation of the English language puts forward the provision on taking into account morphological modifications in the producing basis in the formation of producing words, which is very important in the process of teaching professionally-oriented scientific English. The practical value of this research is that special research in the field of teaching reading literature in the specialty is the main purpose of teaching a foreign language to scientific and technical workers and students of non-linguistic universities. The article concludes that the practice of teaching foreign languages shows that the use of word formation achievements as one of the linguistic disciplines greatly facilitates learning a foreign language. The research uses a comparative method, transformational, descriptive, and semantic. The results of the study indicate the regularity and wide prevalence of morphonological modifications in the generating basis for the formation of derived words in the process of teaching English.

ОБ ОПЫТЕ ИСПОЛЬЗОВАНИЯ МУЛЬТИМЕДИЙНЫХ СРЕДСТВ В ОБУЧЕНИИ ФОНЕТИКЕ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО (НА ПРИМЕРЕ ВОЛГГМУ)

A necessary condition for the development of communication skills and abilities in a foreign audience is mastering the skills of correct pronunciation. Foreign students are going to communicate with native speakers, and also receive higher professional education in Russian language. Work on the production of any sound of Russian language is preceded by the development of phonemic hearing: students need to learn to distinguish and recognize Russian phonemes by ear. This research is devoted to the analysis of the techniques and methods available in the methodology for teaching phonetics of the Russian language to foreign students of non-linguistic universities from different countries at the present time. The features of the production of vowel and consonant sounds that cause special difficulties for students are considered. Particular attention is paid to modern multimedia tools and online resources that contribute to the successful mastery of the phonetic structure of the Russian language by foreign students. The author proves the need to use interactive exercises to create sounds and overcome difficulties associated with pronunciation. In addition, examples of specific exercises for introducing, training and consolidating phonetic material are given. This article can serve as a practical basis for methodological recommendations to lecturers of Russian as a foreign language in the process of teaching foreign students both in introductory phonetic and accompanying phonetics courses.

Teamwork як інструмент розвитку іншомовної комунікації у немовних закладах вищої освіти

The article considers the main aspects of teamwork as a tool for the development of foreign language communication in non-linguistic higher education institutions. It has been proven that working in pairs contributes to the development of students’ communication skills, as they actively interact with each other, discuss problematic and controversial issues during the task. It is indicated that when working in a group, on the one hand, the student acquires social skills and qualities necessary for working in a team, and on the other hand, wider opportunities for personal self-expression open up to him. Working in a psychologically comfortable atmosphere within a small group that learns more easily overcomes the language barrier. It was concluded that the formation of foreign language communicative competence of non-linguistic university students is purposefully carried out in practical foreign language classes with the use of a wide range of methods and technologies aimed at the development of effective communication skills and abilities, which is the key to successful professional activity. It is indicated that the main advantages of group work are social interaction, a high degree of focus of the educational process on students, as well as educational autonomy. As a result of interaction in society, students can speak the language material they need to learn in the presence of other members of the group, which contributes to the formation of the discursive component of foreign language communicative competence to a greater extent than speaking about themselves during individual work. Due to the fact that in team work, the educational process is more focused on those who study, and they receive greater autonomy, they can be more creative in solving any educational tasks, because they feel less restricted in the environment of their teachers and freely express their ideas.

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.

Strategies and methods of introducing critical thinking technology in teaching foreign languages to students of non-linguistic universities

Strategies and methods of introducing critical thinking technology in teaching foreign languages to students of non-linguistic universities

Problem-based learning in raising motivation when teaching English in a non-linguistic university

The article focuses on problem-based learning as one of the means of raising motivation of university students mastering English. It is highlighted that dealing with non-linguistic university students motivation is achieved when we refer to the topics relevant and challenging for their future profession. It is problem-based learning, treated as independent search activity of the students aiming at cognitive activity and strong motivation, that gives great opportunities to solve the problem under discussion. The main notions of problem-based learning, such as its distinctive features, functions and advantages, are further discussed. Realization of problem-based learning is exemplified on the method of projects used when teaching English to students majoring in Applied information in electronic economy. Based on the unit Job Interviews and Career from The Business 2.0 there was worked out an algorithm of project activity including preparation, organization and putting the project to action, role-play, evaluation of the results. Each of the stages contains the description of the students activity targeting at raising their cognitive function and motivation. In conclusion it is stated that method of projects as one of the technologies of problem-based learning is a relevant instrument in forming motivation to learn a foreign language in a non-linguistic university.

Возможности использования искусственного интеллекта для повышения мотивации студентов к изучению иностранных языков в вузе

The article discusses topical issues of increasing the motivation of students of non-linguistic universities to learn a foreign language. According to the article, the definition of “motivation” is given, its types are consid-ered, the importance of the subject’s interest for the successful learning of a foreign language in the university is noted. Consideration is given to such a concept as “foreign-language anxiety”. The article describes the re-sults of a study of the motivation to learn a foreign language of students of a non-linguistic university, character-izes the factors that impede and contribute to the motivated study of a foreign language by university students. The functions of artificial intelligence (AI), which can be used in teaching foreign languages, the possibilities of using digital tools (neural networks, chat-bots, virtual reality technologies) have been identified to increase the motivation to learn a foreign language among university students and reduce their foreign language anxiety.

Enhancement of Academic Performance through Developing Cross-Cultural Communicative Competence: A Case Study of Students Majoring in Economics

Background. The article questions the possibility to increase the level of foreign language command through developing cross-cultural communicative competence (CCC) in students of non-linguistic universities. Despite extensive literature on intercultural communication, there are obviously gaps in investigating the way it can and should be built and the potential impact it may have towards students’ academic performance in general. 
 Purpose. The paper aims to find out the possible correlation between the level of CCC formation and a command of a foreign language in general. To pursue the goal, an in-depth research into the CCC structure was carried out and the idea to simultaneously develop all its components was proposed.
 Method. The paper reports on the results of the mixed-method research aimed at gathering the data and evaluating them both qualitatively and quantitatively. Senior students of the Higher School of Economics, Moscow, Russia, were selected and divided into the control and experimental groups with the subsequent training on the pre-designed curricula, with a primary focus on developing all the components of the CCC in the latter. To assess their performance, the method of experimental verification, self- and peer evaluation, educational observation, questioning method were employed. In-depth data analysis and verification provided post-active phase of the experiment conducted.
 Results. The results of the carried-out experiments, first, proved the hypothetical assumptions on the efficiency of developing all the four CCC simultaneously and, second, showed that the targeted CCC development contributes to improving foreign language acquisition in general, which is supported by the increase in 5 out of 6 didactic units of the final testing where the experimental group participants surpassed the students in the control group. 
 Conclusion. The study provides evidence for the impact CCC development has on the linguistic communicative competence. The devised methodology can be borrowed and customized for teaching foreign languages to university students and, in particular for developing intrinsic motivation through CCC. Further, future research should address particular components of the CCC.

LMS Moodle tools to form and develop grammar skills when teaching a foreign language at a non-linguistic higher education institution

Problem statement . The author analyzes LMS Moodle tools “Book”, “Lesson”, “Quiz”, and “Assignment” to form and develop grammar skills, and also shares the experience in realizing, creating and implementing into educational e-courses some interactive grammar tasks and exercises for non-linguistic university students. Methodology . The stages of grammar skills formation and development are indicated. The potential capabilities of LMS Moodle tools “Book”, “Lesson”, “Assignment”, “Quiz” to create interactive tasks and grammar exercises are analyzed. Results . Online tasks and exercises of various types - imitation, transformation, and substitution, based on “Book”, “Lesson”, “Assignment”, “Quiz” to form the grammar skills of students, are described in detail, and their examples are given. The algorithms to introduce interactive tasks and exercises into electronic courses are carefully shown. Conclusion . The author concludes about the effectiveness of using online grammar tasks and exercises created using LMS Moodle tools “Book”, “Lesson”, “Assignment”, “Quiz” for the formation and development of grammar skills for non-linguistic university students.

Об одном из путей оптимизации навыков речи на иностранном языке в условиях полиглоссии современных неязыковых вузов

The article is devoted to the search for ways to optimize the speech skills of students in the conditions of polyglossia and limited amount of teaching hours devoted to the study of foreign languages in modern non-linguistic universities. The situation of learning foreign languages in these conditions determines the relevance of addressing this topic. From the author's point of view, the effectiveness of the direct method, which is dominant in non-linguistic universities, is limited by a number of factors, which include, first of all, an acute lack of study time, a limited ability to accumulate cognitive-linguistic experience, and the lack of the opportunity to acquire translation skills necessary in the professional field. One of the ways to optimize the foreign language speech skills of students, according to the author, is to supplement the arsenal of means of the direct method with methodological techniques of the activity approach — primarily such as reflection, analysis and comparison of speech works in different languages, including the native one, the dosed use of the native language, as well as the use of translation as one of the ways to identify the specifics of speech in a foreign language. The author comes to the conclusion that the use of these techniques will help prevent interference, accumulate cognitive-linguistic and sociocultural experience necessary for the successful learning of languages in conditions of polyglossia, and also create the basis for acquiring translation skills in the professional field by students of non-linguistic universities.

Teaching a foreign language for professional purposes: overview of the experience of Kazakhstani teachers and methodologists

The study of problems of teaching a foreign language does not lose its relevance among Kazakhstan researchers in connection with the pace of development of the modern labor market. The need to participate in international scientific conferences, to study and analyze the results of scientific research presented in foreign sources, to communicate and exchange experiences with foreign colleagues have become part of today's reality for the professional development of specialists in all areas of human activity. Representatives of all kinds of specializations face these professionally significant situations, where the use of a foreign language is a self-evident condition for achieving profession-related goals and meeting professional needs. In this regard, this paper examines the problem of teaching a foreign language for professional purposes to students of non-linguistic universities in Kazakhstan. In this study, general theoretical methods of research were applied: analysis, synthesis, generalization. In the course of this research, the following results were achieved: (а) theoretical review and analysis of professional foreign language training models proposed by Kazakhstani researchers for technical, financial and economic, agroeconomic profiles were carried out; (b) the principles that most closely determine the success of the process of teaching a foreign language for professional purposes have been identified and systematized; (c) a basic set of tasks and exercises to improve the effectiveness of the process of learning a foreign language for professional purposes was proposed based on the synthesis of the experience of domestic researchers. Keywords: foreign language education, foreign language teaching, English for professional purposes, professional communication

Микрообучение как технология преподавания иностранного языка в неязыковом вузе

The aim of the work is to identify the features of micro-learning technology application in the foreign language education of students mastering the programs of non-linguistic universities. The scientific novelty of the study lies in a special approach to the definition of the notion of “micro-learning”, which is considered within the framework of the study as a technology that finds its application both in full-time and blended learning formats, and in the context of implementing a distance format of interaction between a foreign language teacher and a student audience. In the article, the author solves a number of tasks aimed at: studying the scientific experience of researchers on the problem of applying micro-learning in the practice of Russian non-linguistic universities; description of general approaches to the interpretation of the term “micro-learning”, presentation of the main characteristics of the named technology; determination of the advantages and disadvantages of such a format for organizing work in foreign language education of students, including distance learning; substantiation of micro-learning effectiveness in teaching English to students of non-linguistic universities. As a result of the work, it has been revealed that micro-learning can be used in the organization of the educational process of the university, since it meets the educational needs of a modern student. The paper outlines a range of methodological recommendations on the use of the technology under consideration in the framework of the educational process in a foreign language in higher education.