Language Training System Research Articles

Professionally focused communicative competence of prospective foreign language university teachers as a modern trend in higher education

The article analyses the present condition of training foreign language teachers / university teachers using pertinent scientific sources. Its objective is to comprehend the scientific developments in cultivating intercultural communicative competence among prospective educators, which have been acknowledged in the scientific realm. This understanding is central to the creation of a theoretical structure for the establishment of professionally focused communicative competence (PFCC) in prospective English university teachers. Despite the progressions in artificial intelligence, teaching professions remain crucial, as automated systems cannot substitute them entirely. The study utilizes analysis, synthesis, comparison, and generalization to comprehensively examine scientific and methodological literature, as well as European and national higher education regulations. It presents a categorical evaluation of «professionally focused communicative competence», which is a subcategory of «intercultural communicative competence». The current state of methodological foundations and scientific support of the process of formation of prospective university specialists’ intercultural communicative competence outlines the following problems: incomplete detailing in the professionally focused foreign language training of bachelors and masters of education; lack of a state standard of higher language education for the training of future teachers / university teachers of English as a Foreign Language (EFL); limitations of textbooks and manuals for students of the second (master’s) level of higher education. For the successful implementation of the researched training in scientific theory and practice there is an understanding of the need to design: a holistic concept of intercultural foreign language teaching across various educational institutions, (proposed by S. Y. Nikolaieva), based on the principle of continuity; a foreign language training system for future educational specialists, taking into account the specifics of their specialty and further professional development, requirements for foreign language proficiency, needs of the rapidly changing labour market and, as a result, modernisation of professional training technologies, practical implementation of effective forms and methods of their training in the educational process of higher education institutions

Forming Foreign Language Communicative Competence of Future Ukrainian Armed Forces Officers by Means of Information and Communication Technologies

The article examines strategies employed in foreign language learning which involve employment of Information and Communication Technologies (ICT) in the process of language acquisition in order to create, adapt, and efficiently utilize teaching resources that contribute to the formation of foreign language communicative competence of the future Ukrainian Armed Forces officers. It has been found that the proposed strategies increase the quality of education due to a high level of authenticity and informational relevance, form a stable positive motivation to master the language both in formal and informal settings, contribute to the creation of a situation of success. The findings of the research in introducing ICT in the system of officers language training are based on the experience of teaching the disciplines «Foreign Language» and «Foreign Language for Professional Purposes» during the bachelor's level of education to cadets of the 27 Automobile Transport Specialty at the Hetman Petro Sahaidachnyi National Army Academy. The sources analysis and the description of the empirical experience of the implementation of ICT tools into the course content are the main research methods employed in the article. The specifics of incorporating ICT in foreign language teaching are outlined in the article, specifying the didactic potential of the aforementioned technologies in increasing the intensity of the learning process, creation of more visual and interesting classes, ensuring instant feedback, enhancing motivation for learners’ cognitive activity, engaging more passive learners, activating learners’ mental abilities, fostering their abstract and logical thinking, and promoting individualization and intensification of learning through independent work with digital resources. Conclusion was made that due to personalization, accessibility, trust, flexibility, productivity, and interactivity, forming and active using of learners’ learning strategies utilizing various ICT in the process of language learning is favourable for acquisition of foreign language competence.

Chinese Spoken Language Training System Based on Human-Computer Interaction Technology

Chinese Spoken Language Training System Based on Human-Computer Interaction Technology

БЕЗПЕРЕРВНІСТЬ ПРЕДМЕТНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ УКРАЇНСЬКОЇ МОВИ

Today, it is crucial to shape a teacher-philologist with a high level of linguistic preparation, linguocreative, capable of teaching the Ukrainian language to secondary education students and fostering communicative education in contemporary Ukrainian society. The system of language training for future teachers of the Ukrainian language aligns with the principles of continuous language education.The article outlines the specifi cs of subject training (Ukrainian language) for fu-ture teacher-philologists and identifi es stages of its implementation based on the edu-cational program «Secondary Education (Ukrainian Language and Literature)» of the subject specialty 014.01 «Secondary Education (Ukrainian Language and Literature)» at Kamianets-Podilskyi Ivan Ohiienko National University.In the content block of subject training in the Ukrainian language for future teach-er-philologists, preparatory (propaedeutic), informational-cognitive, and deepening-generalizing stages are highlighted. During the preparatory (propaedeutic) stage of Ukrainian language education for future teacher-philologists in higher education institutions, initial linguistic prepara-tion is conducted through the study of a Ukrainian language practicum, introduction to linguistics, business Ukrainian language, etc.The main component in the content block of the Ukrainian language education system is the informational-cognitive stage, encompassing special linguistic prepa-ration. In this process, students acquire a comprehensive (theoretical) discipline, «Modern Ukrainian Literary Language», historical-linguistic disciplines (Ukrainian dialectology, Old Slavic language and historical grammar, history of Ukrainian liter-ary language, etc.), and applied linguistic disciplines (stylistics and culture of the Ukrainian language, linguistic analysis of text, etc.).During the deepening-cognitive sub-stage of the deepening-generalizing stage, in-depth linguistic preparation takes place, where students study selective linguis-tic disciplines and acquire informal and formal linguistic education. The creative-research sub-stage involves scientifi c-research linguistic preparation, including writ-ing coursework and qualifi cation works on the Ukrainian language, participation in scientifi c events, and the preparation of trial publications.

An adaptive system of foreign language training for an adaptive system of teaching a foreign language to students of pedagogical specialties: european experience

The individual characteristics of foreign language acquisition among students of pedagogical specialties and the selection of adaptive technologies considering these characteristics are examined in the article. An analysis of studies by methodological researchers that explores the psycho-physiological features of students' memory, thinking, attention, and the emotional sphere is provided. The article presents data on training students in pedagogical specialties based on the authors' developed learning model, utilizing adaptive educational technologies that consider individual language learning styles. Adaptive technologies such as communicative and audio-visual methods (AVM), personalized learning technologies, control-corrective teaching technologies (CCTT), business games, and adaptation-expansion-variation (AEV) learning technologies by both domestic and foreign authors are discussed. It is proven that students possess significant potential in intelligence and personality for effectively acquiring a foreign language in intensive learning conditions. For teachers, it is vital to select the appropriate adaptive technologies based on each student's group and individual characteristics. At the same time, educational institutions need to implement specific measures to support existing motivation and identify personal student traits that actively influence the learning process. Existing research conducted both in our country and abroad (mainly focusing on adaptive information systems) does not provide unanimous consensus on the effectiveness of the adaptive approach. Whether this is due to shortcomings in the conducted studies or the limitations of adaptive technologies remains to be seen as the adaptive approach is still in development. However, this method has shown effectiveness for students with certain levels of knowledge, skills, language abilities, and motivation when learning any foreign language. Other researchers in teaching foreign languages in pedagogical institutions can consider these results and develop their own variations of educational content within the framework of standard discipline programs. The more such studies are conducted, the faster this field of educational technology will be developed and the more promising its application will become clear. Additionally, the study can be extended toward developing electronic platforms based on existing content.

Methods of working with professional vocabulary in accordance with modern requirements to the educational process

Introduction. The updating of standards and the active introduction of distance and computer technologies cause the emergence of both new techniques and new relationships between the elements of the educational process. Purpose setting. The purpose of the study is to determine the compliance with the requirements, approaches and methods of working with professional vocabulary in the process of learning a foreign language in a technical university. Methodology and methods of the study. By analyzing the scientific and pedagogical literature and the results of observation, the connections and dependence of the success of fulfilling specific requirements for the educational process on the modern approaches and methods of learning a foreign language are revealed. Results. The parallel development of terminology in Russian and foreign languages, the computer competence of teachers and controlled working conditions in the electronic educational environment have the particular importance. As a part of the study, a survey was conducted, which confirmed the students' interest in working with Internet resources and tasks in an electronic educational environment. The teaching and controlling functions of the proposed methods are noted. They are directly related to the process of mastering professional vocabulary. A direct connection between specific approaches, techniques and the compliance with standards is demonstrated. The scientific novelty of the study lies in the description of the organizational and methodological system of working with professional vocabulary in a modern technical university. Conclusion. As a result, approaches and techniques have been identified and tested that allow improving the process of organizing and implementing work on the assimilation of professional vocabulary. The integration of activities to form the professional communicative competence of students in the programs of general education and special disciplines and the updating in the system of language training in connection with Russia's withdrawal from the Bologna process can be the advanced research directions.

Application of hybrid teaching mode in translation teaching from the perspective of ecological concept teaching

Blended teaching is a model of teaching that combines traditional classroom teaching with online teaching. The integration of blended teaching is not only the integration of carrier means but also the breakthrough of teaching mode and the expansion of teaching time and space. Based on the theory of education ecology, this paper first analyzes the mixture of college English translation teaching modes and indicates that the college English translation teaching system from the dimension of the language training system, cultivation system, and communication dimensions cultural dimensions of three parts, and communicative dimension culture contains three platforms, four interaction, five links. Then, the hardware and software of the hybrid teaching ecosystem are designed to realize translation teaching. In the test to verify the system performance in this paper, it was found that the overall iteration value of the system presented a rising trend with the increasing number of tests, and in 6 tests, the maximum iteration value of the system in this paper was always 3-12 higher than the maximum iteration value of the teaching system in the traditional protocol data test group. Therefore, the hybrid teaching ecosystem designed in this paper has obvious advantages in reliability and practicality.

Language Policy Implementation in Latvian Pre-School: Latvian Language Skills of Minority Children

Summary Latvian is the only official language in Latvia and one of the symbols of an independent state. The article provides a brief insight into the history of its reinforcement, which has not been easy. Education is one of the areas in which it is very important to develop multilingualism, while not forgetting to strengthen state language skills and their application. As the education system continues to reveal shortcomings in the process of Latvian language acquisition, Cabinet Regulations adopted in 2018 “Regulations Regarding the State Guidelines for Pre-school Education and the Model Pre-school Education Programmes” update the need for a successful transition from pre-school education to primary education at school, from pre-school education to bilingual primary school education or education carried out in Latvian. In minority families with a dominant Russian language, children acquire Russian well before pre-school age, and it is time to start learning the state language at pre-school age if this has not already been done. Taking these requirements into account, the article analyses the Latvian language skills of children of pre-school age, using 375 child speech recordings made by researchers in 2019 and 2020 in three regions – Kurzeme (Western Latvia), Latgale (Eastern Latvia), and Riga (capital). The materials are divided into three groups in each of the territories: recordings of Latvian children, recordings of minority children in groups with the Latvian language on a daily basis, and recordings of minority children in groups with the Russian language on a daily basis. The main problem is that regardless of the region, the Latvian language skills of minority children who attend pre-school education groups with a dominant Russian language on a daily basis are still insufficient and do not comply with the requirements set in Cabinet Regulation No. 716 of 2018 that the children should be prepared to start school with the Latvian as the learning language or bilingually. This suggests that the legislative provisions are not fully implemented and improvements are necessary for the Latvian language training system for minority children.

PROSPECTS OF ONLINE EDUCATION FOR FOREIGN HIGHER EDUCATION ACQUIRES

Summary. The purpose of the study is to consider the features of online learning as a linguistic and didactic category of the modern educational space, to determine its main characteristics and methodological possibilities for its implementation in the education of foreign students. The object of the study is the process of online education of foreign students in higher education institutions. The subject of the study is the organization of the process of online education of foreign students and the content of its methodology. The main methods of research: analysis of scientific literature, questionnaires, testing, interviews with participants in the educational process, analysis of the content of educational programs and training plans, study of the learning experience of foreign students taking into account professional orientation. The research material was the theoretical works of linguists, methodologists, practicing teachers, as well as real online learning. The results of the research can be used in the process of designing a model of online education for foreign students, in improvement of a concept for the development of foreign students' language training, aimed at perfecting the system itself, improving the quality of education and training highly qualified specialists. The practical significance of the research consists in substantiation of pedagogical ways of perfecting and improving foreign language training of students and the conditions for their implementation in the educational process of a modern educational institution of higher education, the application of research data in the development of educational and methodological support, methodological materials and lecture courses for foreign students. The paper draws conclusions regarding the effectiveness of the use of new modern technologies and information and communication technologies for the purpose of developing and improving the language training system of foreign students. The prospects for creating effective online education for foreign students and using all the didactic possibilities of information and communication technologies have been clarified.

Modern Technologies of Teaching Foreign Languages in the Context of Digitalization of Foreign Language Education

The article analyzes the problem associated with improving the quality of professional training of foreign language teachers. The quality and level of foreign language training in higher education are determined by the teaching staff, who are the bearers of the ideology of education renewal conditions. In the context of the digitalization of education, improving the quality of foreign language training involves the widespread use of digital learning technologies. The digitalization of education has brought the foreign language training of students to a new level of quality, which makes it possible to raise the culture of teaching foreign languages, ensure the social adaptation of the student, and create an appropriate digital educational and developmental environment for the personal development of the student. The article examines significant innovative trends in the system of higher education, which make it possible to train a competitive specialist, who becomes the main indicator of the quality of university education. Specialists trained with the help of new-generation technologies demonstrate the advantages of a new system of foreign language training using digital learning technologies with their fluency in a foreign language. The introduction of digital technologies in the process of teaching a foreign language substantially expands the possibilities of education, significantly enriching the educational process.

Developing communicative competence in technical university students by overcoming the language barrier

The article deals with the development of communicative competence in technical university students by overcoming the language barrier when studying a foreign language. The relevance of the issue under investigation is determined by the need to resolve the contradiction between the requirements of the modern society for the training of future specialists who can perform communicative actions in the situations of professional foreign-language communication and the existing system of foreign language training at universities where the language barrier factor would be considered in foreign language teaching. The author examines the notion of "language barrier" and analyze the main problems associated with the term. Diagnostics should be aimed at assessing not only linguistic material used in teaching and lesson structure but also the psychological component of the interaction within the system "teacher – student – group". The language barrier during learning and using a foreign language as a communication means is the main obstacle to efficient communication. The author analyzes the consequences that students face when the language barrier emerges, including emotional breakdowns and insecurity, reduced academic performance, hindered motivation for language learning, development of the incorrect interpretation of the interlocutor's behavior, etc. It is noted that the lack of communicative practice in the English language is one of the main causes of the language barrier. The article features the results of the study of language barriers in foreign language learning held by the students of the Aerospace Faculty and the Moscow Aviation Institute (National Research University). The provided results make it possible to produce key recommendations on overcoming the language barrier in students.

ADAPTIVE APPROACH TO FOREIGN LANGUAGE TRAINING, LANGUAGE TESTING TO ASSESS LANGUAGE PROFICIENCY LEVELS ACCORDING TO NATO STANAG 6001 IN THE ARMED FORCES OF UKRAINE

The article is devoted to the application of an adaptive approach in the language training system of military subject matter experts of the Armed Forces of Ukraine. The authors theoretically analyzed the adaptive processes in the educational environment and their methodical implementation in the language training system of the personnel of the Armed Forces of Ukraine. It has been studied that the adaptive approach allows to personalize the process of acquiring competences by the subjects of this system: military subject matter experts, teachers of foreign languages of higher military educational establishments, and also promotes active subject-subject interaction.
 The authors highlighted the main aspects of the author's course on the development of diagnostic competence of teachers of foreign languages of the higher military educational establishments, which functions in an educational and informational environment (MOODLE), which is a dynamic learning environment and a freely available distributed learning content management system that includes a set of modules (questionnaire, survey, class, chat, forum, test).
 It also outlined the conditions for creating an adaptive environment. It was determined that scenario modeling is the basis for ensuring the individual learning trajectory of foreign language teachers of higher military educational institutions in the process of developing their diagnostic competence in the postgraduate education system.
 The idea of computer adaptive language testing and advantages of implementing an adaptive approach in testing in accordance with the requirements of NATO STANAG 6001 are outlined, which is a type of computer testing, during which the sequence of presentation of test tasks (their complexity), as well as the number of tasks, depends on the test taker’s answers to previous tests tasks.
 It was used the following research methods: analysis, synthesis, generalization, comparison, induction.

Foreign language and practical training of students and graduate students of a non-language university

The problem of the status of a foreign language in the context of actualization of practical training of students and graduate students and increasing demand by employers' professional foreign language competence of graduates of Russian non-language universities were raised. Foreign language for a modern graduate, for example, a technical university, no longer the passing discipline, which not yet so long ago could not remember after receiving a diploma, but an effective tool for solving professional tasks of various types, and often the key to building a professional career. The results of a critical assessment of the current system of foreign language training of students and graduate students in several dozens of non-language universities conducted by the authors of the open documentation laid out on the Internet showed its imperfection in terms of professionalization and led to the conclusion about the need to change primarily with the emphasis on communication. Initious training of students with their future professional activities, and the presence of prerequisites for this. The regulatory and legal framework necessary to conduct changes has already been formed, so the initiative of local changes in the system should manifest themselves on the ground by the universities themselves. The authors of the article describes corrective activities regarding the foreign language training of students of a non-language university related to clarifications or changes in the basic characteristics of education and / or organizational and pedagogical conditions for the implementation of specific educational programs for training students and graduate students of directions 22.03.02 Metallurgy, 22.04.02 Metallurgy and 22.06.01 Material Technologies Department Metallurgical Technologies and Equipment of the Nizhny Novgorod State Technical University named after R.E. Alekseev, and already proven its effectiveness. Among them: extension in practical classes in the language as a study within each of the levels and transition from a level on the level of training in the share of foreign language practical training associated with the implementation of students in individual types of work related to future professional activities and aimed at forming, consolidation, development of practical skills and competencies on the profile of the relevant educational program; conducting practical training on optional disciplines of foreign language preparation included in the curriculum is fully in the format of practical training, as well as the organization of practical foreign language preparation within the framework of the production practices of students on the sites of Russian and foreign organizations engaged in the profile of a specific educational program.

Шлях стандартизації навчання української мови як іноземної

The article lights the process of standardization of requirements for the levels of proficiency in Ukrainian as a foreign language and the stages of creating standard requirements and pedagogical conditions for the implementation of the system of language training of educational migrants in Ukraine. Educational services of Ukrainian educational institutions are in demand in the international educational market and receive high ratings. According to the Ministry of Education and Science of Ukraine data 75 500 educational migrants were registered in 2021. In this regard, an important component of the general education of foreigners is their language training, focused on mastering the required level of Ukrainian for a certain stage of education in an educational institution. Therefore, language standards and language education standards are mandatory for Ukraine as a subject of the European educational space. Ukraine has already achieved a certain victory on the difficult path of language standardization and language education standardization and in 2021 the system of State testing and issuance of state certificates on the level of proficiency in the Ukrainian language was launched. Obstacles in this direction were associated with the constant delay in the drafting and adoption of the Law on the State Language, which was adopted only 28 years after the establishment of sovereignty – in 2019, and only in 2020 created the National Commission on State Language Standards. According to the author’s observations, the system of teaching the state language to educational migrants is built in accordance with two standards: language and language education. Language education is considered as one of the subsystems of the field of education, in which language and education appear as complex systemic tools for socializing the student’s personality. Language training involves the unity of three components: language (when the goal and result is the formation of communicative competence); educational-scientific and educational- professional (formation of professional-communicative competence) and adaptive (formation of socio-cultural competence). The article provides a retrospective review and systematizes the chronology of the creation of state standards of the Ukrainian as a foreign language training system for different contingents of educational migrants of Ukrainian educational institutions. The correlation of the stages of language education with the levels of proficiency in Ukrainian as a foreign language is also presented. Standardized descriptors-indicators of Ukrainian as a foreign language proficiency levels are given and structural elements of the future language education standard, which has not yet been approved at the state level, are proposed. The author also emphasizes the problems related to the lack of a language education standard, which can directly affect the quality of language training of many educational migrants in Ukrainian educational institutions.

Foreign language teaching in domestic non-linguistic educational establishments (historic review and development prospects)

This article describes the problems, development and modern trends of foreign language education in non-linguistic universities. It also gives a certain historical division of LSP studying into periods. This article highlights certain historical features of teaching professional English in domestic non-language educational institutions and reveals some modern prospects for the development of methodology for teaching professional foreign languages. The article also gives, as an example, a short presentation of training aviation specialists for foreign language vocational communication. The increased importance of proficiency in a professionally oriented foreign language is emphasized; the approaches that make up the methodological basis of the system of foreign language training are determined.

ECOLOGICAL WORLDVIEW FORMATION OF ENGINEERING STUDENTS IN THE CONTEXT OF FOREIGN LANGUAGE TRAINING

The educational space of a non-linguistic university makes it possible to conduct a purposeful process of forming the ecological worldview and culture of future specialists in the logic of their professional development. According to the authors, the eco-oriented content of teaching a foreign language can make a great contribution to the implementation of this mission due to the great general cultural and educational potential of this discipline. The paper offers a comprehensive theoretical substantiation of the problem under study, reveals the essence, structure and methodology of the ecological worldview formation of engineering students. The authors make an attempt to model the educational process on the basis of interactive pedagogical technologies, the use of which allows students of non-linguistic areas to solve communicative problems on the basis of environmental topics. The totality of data obtained as a result of the experimental work carried out by the authors confirms the effectiveness of students’ ecological worldview formation through the inclusion of environmental-oriented content in the system of language training at the university.

WebQuest. On the issue of educational technologies in the system of foreign language training at the higher educational institution

The article discusses the educational technology "WebQuest" and the features of its use in foreign language classes at the higher educational institution in the system of training of senior students - bachelors, masters and PhD students.

Python Language Training System Based on MFCC, VQ, Variational Coefficient and KNTM Algorithm

This contribution describes the second stage of the creation of a language training system programmed in Python with the aim of application to speech therapy in spanish-speaking countries, starting the study in Cuba. The first stage of this research was carried out in Matlab by analyzing the dynamics of change of the centroids of the codebooks, extracted from words pronounced by a locutor. As second stage, the Variational Coefficient formula is used in order to estimate the percentage of effectiveness with which the announcer performs voice training. A modified approach to programming the variational coefficient is taken into account as a measure of dispersion of a group of vectors. The modification is given by taking the mean of the group of vectors as the vector that represents the phonetic boundaries of the word to be trained. Besides, a novel approach for word recognition is used, based on the K-Nearest Training Matrix (KNTM) algorithm that lays its foundations in the analysis of matrix similarity taken the Frobenius norm as a measure to distinguish similar or non-similar characteristics of a matrix with respect to a database of matrices. To reduce the computational cost of the program and speed up its proper functioning, the training matrices of the database are saved in files with a .tex extension, in this way after training process, the program should only read them and not recalculate them, which significantly reduces the running time of the algorithm.

Dialogic interaction in the formation of future aviation specialists� foreign language communicative competence

The purpose of this study is to disclose the leading role of dialogic interaction used for improving the system of foreign language training in order to achieve a sufficient level of aviation specialists� communicative competence. The pedagogical aspect of dialogic interaction is highlighted in the article because it�s considered to be one of the main ways to organize the relationship of the subjects of communication in the educational process, namely in foreign language classes. It goes without saying that the basis of dialogic interaction is pedagogical communication, the communicative basis of which gives it certain advantages, and they have been pointed out in the study. We have come to conclusion that dialogic interaction in the process of foreign language training is a necessary condition for future aviation specialists� training to communicate in the professional sphere, the importance of which is determined by the factors, have been presented in the study. Key words: aviation specialist, competence, dialogue, foreign language, interaction, pedagogical communication.

FORMING STUDENTS’ CREATIVE INDEPENDENCE WHILE WRITING IN A FOREIGN LANGUAGE

The article substantiates the methodology and provides the practical experience of the organization of students’ independent work with the help of foreign language writing in Ukrainian higher educational establishments. The article establishes the principles of providing the learning process with proven methods of individualization, determining the incentives to motivate students to intensify self-education as the most problematic aspects in the system of foreign language training. The authors identify the specific features of the methods of organizing students’ independent work in the conditions of quarantine restrictions, its peculiarities during distance learning, the advantages and disadvantages of students’ individual activities and approaches, which allow the teachers to combine students’ independent activities with online classes. The effectiveness of the implementation of extracurricular activities in the process of learning a foreign language is determined. Emphasis is made on the importance of establishing new forms of writing skills in the process of students’ independent work: the use of educational blogs. According to the authors, the technology of students’ blogging is an effective means to improve modern approaches in the system of foreign language learning. Methods of research: analysis, synthesis, generalization of the studied issue, pedagogical observation, analysis and substantiation of the practical experience of the organization of students’ independent work with the help of foreign language writing.