Siga este link para ver outros tipos de publicações sobre o tema: Language didactic professional gesturess.
Artigos de revistas sobre o tema "Language didactic professional gesturess"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Language didactic professional gesturess".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
Zaytseva, O. A., e M. V. Terskikh. "Didactic Potential of News Videos in Russian as a Foreign Language Classes". Current Issues in Philology and Pedagogical Linguistics, n.º 2 (25 de junho de 2023): 216–28. http://dx.doi.org/10.29025/2079-6021-2023-2-216-228.
Texto completo da fonteResumo:
The article is devoted to the study of the didactic potential of authentic journalistic news videos in classes in Russian as a foreign language. By authentic materials, authors mean printed texts, videos and audio recordings that students face in everyday life – outside the classroom; at the same time, the main purpose of such materials is not to teach the language, but to transfer information and organize real communication. This kind of journalistic video material is considered in this study as a means of forming the language and socio-cultural competencies of students of the Russian language as a foreign language. The article emphasizes the specifics of this kind of educational content: the use in a large number of colloquial vocabulary, speech clichés, professional terms, words with emotional coloring, evaluative vocabulary, equivalent vocabulary, phraseological units, metaphors, quotes and reminiscences that imply knowledge of precedent texts, specific gestures, facial expressions, etc. The authors cover various approaches to the problem of using authentic texts in the practice of teaching Russian as a foreign language, determine the main criteria for selecting authentic news video materials for Russian as a foreign language lessons, depending on the level of students. The authors emphasize that it is advisable to use news videos as authentic materials in classes in Russian as a foreign language starting from the B1 level: foreign students who speak Russian at this level are able to perceive by ear and understand monological statements within the framework of current socio-cultural topics. As a practical material, the article presents an algorithm for working with news journalistic content in accordance with the level of proficiency in the Russian language, proposed samples of tasks for use in classes in Russian as a foreign language. The methodological basis of the study was the use of the following methods: a descriptive and analytical method, a method of systematization and classification, a design method, as well as a communicative methodology for teaching a foreign language.
2
KERRITA, Abdenbi. "LA DIDACTIQUE DE L’ART CINÉMATOGRAPHIQUE EN CLASSE DE FRANÇAIS LANGUE ÉTRANGÈRE : ENJEUX ET PERSPECTIVES". FRANCISOLA 2, n.º 1 (5 de julho de 2017): 58. http://dx.doi.org/10.17509/francisola.v2i1.7527.
Texto completo da fonteResumo:
RÉSUMÉ. L’idée de ce travail a commencé à germer après le constat d’une situation apparente de démotivation de la part des professeurs et des élèves en classe de FLE, tout simplement parce qu’il n’y a pas cette part de plaisir. On a essayé donc de proposer cet outil permettant à la fois de motiver les apprenants, changer les méthodes basées sur l’oralité et favoriser l’enseignement du français langue étrangère. En effectuant ce travail, nous avons cherché à comprendre la réalité, la pertinence, les enjeux et les perspectives de l’utilisation du support filmique en classe de langue. De manière plus précise, nous nous sommes intéressés à l’impact de celui-ci en classe de français langue étrangère. A fin de pouvoir réaliser cette recherche, nous avons mené notre enquête auprès d’un public d’enseignants et d’apprenants au niveau des directions provinciales de Meknès et de Sidi-Kacem. Mots-clés : cinéma, compétence linguistique et culturelle, motivation, gestes professionnels, transposition didactique.ABSTRACT. The idea of this work began to germinate after the observation of an apparent situation of demotivation on the part of teachers and pupils in the class of teaching French as a Foreign Language, simply because there is no such great deal of pleasure in learning. Thus, we have attempted to propose cinema as a tool to motivate learners, change methods based on orality, as well as to promote the teaching of French as a foreign language. In carrying out this work, we sought to understand the reality, the pertinence, the challenges and the perspectives of the use of filmic support in language classe. We were, more precisely interested in the impact of the latter one in the class of French as a foreign language. In order to execute this research, we conducted our survey with a public of teachers and learners at the level of Meknès and Sidi-Kacem. Keywords: Cinema, linguistic and cultural competence, motivation, professional gestures, Didactic transposition.
3
Loskutov, O. A., Yu I. Markov e V. V. Krasnov. "The role of feedback with listeners-anesthesiologists in the evaluation of the lecturer". EMERGENCY MEDICINE 17, n.º 2 (24 de maio de 2021): 95–100. http://dx.doi.org/10.22141/2224-0586.17.2.2021.230656.
Texto completo da fonteResumo:
In order to increase the level of educational services, the cycles of thematic advanced training and internship of anesthesiologists and intensive care physicians at the Shupyk National Medical Academy of Postgraduate Education in 2019–2020, a sociological survey was conducted (48 people). The answers of the respondents showed that one of them (0.20 %) assessed the acquired knowledge as satisfactory, 22 (45.83 %) — as the level of acquired necessary knowledge and skills. Sixteen (33.33 %) respondents evaluated as the level of implementation of the acquired knowledge in the workplace and 16 (33.33 %) — the level of impact on the outcome of treatment. Respondents indicated priority elements in the skills of the lecturer: the organizer skills of collective and individual trainees’ activities — 11 (22.91 %), the skills of persuasion — 5 (10.41 %), the skills of knowledge transfer and experience modeling — 40 (83.33 %), the skills of teaching technique — 14 (29.16 %). Among the important personal traits of the lecturer, anesthesiologists identified the following: openness — 28 (58.3 %), friendliness — 21 (43.75 %), sense of humor — 22 (45.83 %) and the presence of feedback from him — 35 (72.91 %). Among the important personal characteristics of the teacher, anesthesiologists identified the following: professional values and personal qualities — 26 (54.16 %), professional knowledge — 29 (60.41 %), professional qualities — 11 (22.91 %), professional actions — 15 (31.25 %). Among others, the respondents indicated the most important element of the lecturer’s pedagogical technique: culture of communication with students — 30 (62.5 %), self-regulation of technical activities — 8 (16.66 %), holding the audience attention — 36 (75 %), expressive feelings — 9 (18.75 %), language proficiency — 15 (31.25 %). Respondents indicated the most important requirements for pedagogical tea-ching techniques: the art of dressing — 4 (8.33 %), controlling the body — 4 (8.33 %), facial expressions and gestures — 7 (14.58 %), the formation of speech culture — 19 (39.58 %), the development of optimal style in educational activities — 15 (31.25 %), the ability to skillfully and appropriately perform certain didactic operations — 33 (68.75 %), the ability to manage own mental state and the state of students — 14 (29.16 %). Among the traits of successful lecturers, respondents indicated: the ability to make a pleasant impression and gain the trust of the group — 15 (31.25 %), the ability to state a merit and praise a person if he did something good — 8 (16.66 %), sociability, ability to group people and to formulate mutual respect and trust with students — 34 (70.83 %), the ability to give the opportunity to express themselves to all participants — 22 (45.83 %), the ability to notice the communicative problems of participants — 9 (18.75 %), to be enthusiastic about their work and subject of teaching — 16 (33.33 %), to be flexible to the needs of participants — 15 (31.25 %), to have knowledge on the essence of the subject — 25 (52.08 %). Respondents consider the following to be important characteristics of teaching lecture material: accessibility of teaching material — 26 (54.16 %), illustrativeness — 13 (27.08 %), theoretical orientation — 17 (35.41 %), practical significance — 29 (60.41 %), giving examples from practice — 29 (60.41 %), consistency and sequence of presentation of the material on the topic — 24 (50 %), satisfaction with answers to questions — 8 (16.66 %), the novelty of the material — 15 (31.25 %), the usefulness of the material — 20 (41.66 %), the individuality of the lecturer — 5 (10.41 %), dialogue with students — 21 (43.75 %), ethics of the lecturer’s behavior — 5 (10.41 %). Among the methods of non-verbal contact between the teacher and the trainees, the respondents consider the following as important: the first impression of the lecturer — 14 (29.16 %), constant visual contact of the lecturer with students — 21 (43.75 %), movement in the audience, energy of the lecturer — 14 (29.16 %), does he approaches the listener when answering his questions or making a comment — 4 (8.33 %), does the teacher have movements and gestures that distract the listeners — 5 (10.41 %), the lecturer uses table and chairs limitedly — 2 (4.16 %), enthusiasm of the lecturer — 31 respondents (64.58 %). Feedback from anesthesiology students is important because it allows you to identify trends in lecturer evaluation.
4
Horova, Helena. "Acquisition of lexical competence in didactic approaches aimed at specialized communication". XLinguae 15, n.º 4 (outubro de 2022): 213–22. http://dx.doi.org/10.18355/xl.2022.15.04.18.
Texto completo da fonteResumo:
The main objective of our contribution is to determine the role of the acquisition of lexical competence among the specialized public in the current didactic approaches aiming at specialized communication, thus in the concepts such as French as a professional language, French for Specific Purposes and French for Academic Purposes. Students of all the mentioned didactic approaches use a foreign language as a means of communication in their field of study or activity. The aim of our paper is to define the position of vocabulary teaching in selected didactic approaches that deal with the teaching of the French language as a professional language. For the purpose of our article, we have compiled a corpus consisting of methodological publications dealing with the development of specialized French. The analysis of the corpus will aim at defining the role of vocabulary acquisition in these didactic approaches. The conclusion of the text will summarize the analysis and provide a starting point for teaching vocabulary in professional language courses.
5
Parshikova, Olena, e Halyna Melnychuk. "TRAINING PROSPECTIVE TEACHERS TO APPLY DIDACTIC RHYME TEXTS IN TEACHING GERMAN AT NEW UKRAINIAN PRIMARY SCHOOL". Scientific and methodological journal "Foreign Languages", n.º 2 (13 de setembro de 2022): 26–31. http://dx.doi.org/10.32589/1817-8510.2022.2.262687.
Texto completo da fonteResumo:
The article considers the problems of professional prospective teachers’ training to use rhyming texts in teaching German at new Ukrainian primary schools. The results of the students’ questionnaire on the relevance of this training are given, its goals and objectives are determined within the elective course “Communicative and game technologies of early foreign language learning” for the third-year undergraduate students majoring in “Secondary Education”. The main professional competencies required for prospective teachers to use rhyming texts in early learning, in particular developing professionally oriented methodological and communicative skills: to select, adapt and methodically competently apply rhyming texts in accordance with the purpose of training; to intensify the educational activities of primary school students, to provide motivational, semantic and procedural basis for foreign language communication of students at the German language lessons and extracurricular activities through the use of didactic rhyming texts; to organize effective German-language interaction of pupils, to model and monitor pupils’ communicative game activity in German in the process of work on a didactic rhyming text. The experience of conducting lectures and practical classes of the elective course is described, the peculiarities of developing prospective teachers’ professional competence in applying didactic rhyming texts at two stages of German language primary school pupils’ teaching are demonstrated. Examples of professionally-oriented tasks and role-playing games for the developing prospective teachers’ methodological and communicative competencies in applying didactic rhyming texts in the early German language teaching are given.
6
Hordiienko, O. "THE USE OF DIDACTIC GAMES IN THE UKRAINIAN LANGUAGE CLASSES UNDER PROFESSIONAL GUIDANCE AS A MEANS OF IMPROVING SPEAKING CULTURE OF FUTURE BACHELORS". Zhytomyr Ivan Franko state university journal. Рedagogical sciences, n.º 3(110) (27 de outubro de 2022): 145–55. http://dx.doi.org/10.35433/pedagogy.3(110).2022.145-155.
Texto completo da fonteResumo:
The question of the formation of the language personality of a student of higher education and increasing interest in learning has always been the focus of psychological-pedagogical and methodical research and remains extremely relevant to this day. The issue of speech culture, which is formed in classes on educational components of the humanitarian direction, among which the leading role belongs to language disciplines, in particular, classes on the Ukrainian language in a professional direction, is of considerable importance for the implementation of professional activities and for solving organizational issues.The article is devoted to the issue of finding such forms and methods of work in Ukrainian language classes for students of higher education institutions, which would promote the activation of students' educational activities, increase their interest in learning, and improve speech culture. The purpose of the article is to highlight the issue of the use of didactic games in Ukrainian language classes for professional orientation as a means of forming the rhetorical competence of future bachelors and improving the level of their speech culture. The article clarifies the role of interesting exercises in the formation of linguistic, communicative, and rhetorical competence of the student of education, and describes the method of organizing classes using didactic games, which will contribute to the development of non-standard thinking, and creativity of students. Features of the use of didactic games in classes are described and concrete examples are given. The results of the study showed that classes using didactic games contribute to the development of the student's creative personality, improvement of the communicative qualities of his speech, improvement of general culture, formation of moral factors, and indifference to the history and language of his native people. The methodical principles of using didactic games in Ukrainian language classes for professional orientation are scientifically substantiated; the method of using such exercises while working on language material was developed and checked, and the proposed method was checked, which contributes to the students' conscious assimilation of the educational material. It can be implemented in the educational process and used to improve programs and textbooks. Prospects for further research in this field are outlined.
7
Kravchuk, Oksana. "Didactic Possibilities of Professional Educational Text in Institutions of Higher Education of Medical Profile". Bulletin of Luhansk Taras Shevchenko National University 1, n.º 1 (349) (2022): 66–73. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-66-73.
Texto completo da fonteResumo:
The medical profession is closely related to the speech activity, so the doctor must be able to master the word, because it plays a key role in the relationship between doctor and patient. Today, the purpose of learning a language in a non-language institution of higher education is not only to acquire skills of professional communication, but also the formation of language personality in general. The article considers the didactic possibilities of the professional text in the classes on the educational component «Ukrainian language (for professional use)». It is noted that in the medical institution of higher education the professional and language training of the future doctor takes place in parallel. It is emphasized that working with texts provides an opportunity to demonstrate the functioning of language phenomena in the professional sphere, to develop skills in constructing texts in the specialty. The ability to create their own statements is related to the ability to perceive, understand, analyze another person's speech and reproduce it. The author notes that only by working with professional texts, future doctors enrich their vocabulary, perceive the meaning of words, professional terms; explain spelling, lexical, morphological, syntactic, stylistic norms, and this contributes to the formation and improvement of their own speech. The definition of «professional text» is clarified and presented in detail. Texts and tasks to them are offered and expediency of their use for development of communicative abilities and skills in the future professional activity is proved.
8
Kozachenko, Oleksiy, Vitaliia Tozhyieva e Liudmyla Yakovenko. "A textbook on the Polish language designed for professionals facing modern challenges". Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, n.º 4 (145) (28 de dezembro de 2023): 65–71. http://dx.doi.org/10.24195/2617-6688-2023-4-10.
Texto completo da fonteResumo:
The modern didactic process can be supported by appropriate methodological support due to the expansion of educational opportunities for Ukrainian students. The need for textbooks in Polish as a foreign language in a professional context puts the teacher in the task of choosing or creating such an educational book. The relevance of the study lies in the need for the theoretical development of a number of issues related to the structure of the textbook, its orientation to a certain type of program, to the level of user proficiency in the national version of the Polish language. The didactic content of the textbook is also important: texts, the ratio of lexical, grammatical and communicative exercises, creative tasks, tasks for self-control, tests, auxiliary materials, etc. To answer these questions, the article analyzes the available textbooks on the Polish language in a professional direction, identifies the main trends in their creation and attempts to systematize their types. To achieve this goal, methods of analysis, synthesis, and observation of linguistic phenomena were used. Creating a quality textbook on the Polish language in a professional manner is connected to a specific educational need and, accordingly, the training program. Specialized student training involves the balanced use of professional texts, lexical, grammatical, and communicative tasks. Analyzing the didactic content of existing textbooks of professional Polish, you can group them into a single-profile and multidisciplinary; monolingual and oriented to the native language of the user; The presence of structural components that fully provide the educational process (from texts, dialogues, various exercises and tasks to questions for self-control, tests, individual tasks, dictionaries, etc.; those containing elements of interest and motivation; Availability of audio and video materials; by country of publication; adjustment to the current program.
9
Kizima, A. A. "MGIMO Educational Standards: Goal and Contents of Professional Language Training of IR Economics Students". MGIMO Review of International Relations, n.º 3(42) (28 de junho de 2015): 210–16. http://dx.doi.org/10.24833/2071-8160-2015-3-42-210-216.
Texto completo da fonteResumo:
The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.
10
Kiyko, Svitlana, e Tetiana Rubanets. "LANGUAGE-SENSITIVE LSP TEACHING: CONCEPTS, MODELS AND PLANNING AIDS". Baltic Journal of Legal and Social Sciences, n.º 3 (17 de outubro de 2024): 124–34. http://dx.doi.org/10.30525/2592-8813-2024-3-12.
Texto completo da fonteResumo:
The article deals with language-sensitive LSP teaching from the perspective of academic theory and, using insights from research, proposes methods for acquiring subject-specific language skills in German as an introduction to professional language. Language-sensitive subject teaching is a didactic concept of integrated subject and language learning. Subject-specific content, working methods and ways of thinking are introduced to learners through a language-conscious approach, which pays conscious attention to language in order to facilitate subject-specific learning. The article describes the peculiarities of the German professional language relevant for a better understanding of the professional language, compares the competences for mastering a foreign language and a professional language, presents two approaches to it – affective and defensive, and suggests a methodology for teaching professional knowledge in German.
11
Bogatyreova, Marina. "Didactic Principles of Developing Professional Linguistic Personality in Foreign Language Training". Procedia - Social and Behavioral Sciences 214 (dezembro de 2015): 544–51. http://dx.doi.org/10.1016/j.sbspro.2015.11.758.
Texto completo da fonte
12
Moskovchuk, Natalia, e Mariana Palchynska. "Linguo-didactic model of ukrainian-language training of future foreign specialists taking higher education on socio-behavioral sciences specialties". ScienceRise: Pedagogical Education, n.º 6 (57) (30 de novembro de 2023): 13–21. http://dx.doi.org/10.15587/2519-4984.2023.297381.
Texto completo da fonteResumo:
The article presents a Ukrainian-language training linguo-didactic model of future foreign specialists who take socio-behavioural sciences higher education. The structural components of the model are singled out and substantiated; determined are the purpose and content of Ukrainian-language training of future foreign specialists taking higher education in the field of socio-behavioural sciences; singled out are the stages of formation of their Ukrainian-language professional and communicative competence; pedagogical conditions for the molding of the Ukrainian-language professional and communicative competence of future foreign professionals majoring in socio-behavioural sciences (adaptive and pedagogical support for international students in the educational space of Ukraine; providing positive motivation for international students majoring in socio-behavioural sciences, for getting them learning professionally oriented Ukrainian language; availability of a developing communicative-Ukrainian-speaking environment for international students taking higher education in the field of socio-behavioural sciences; involvement of international students in active Ukrainian-language speech activities of professional orientation); criteria for assessing the levels of formation of the Ukrainian-language professional and communicative competence of future foreign specialists, taking higher education in the field of socio-behavioural sciences (adaptive, motivational, linguistic, reflection-evaluation) with the relevant indicators; characterized are the levels of formation of the Ukrainian-language professional-communicative competence of future foreign specialists, obtaining higher education in specialities on socio-behavioural sciences (high, satisfactory, low). Presented are the results of the experimental verification of the linguo-didactic model of Ukrainian-language training of future foreign specialists, obtaining higher education in the specialities in the field of socio-behavioural sciences
13
Dimitriu, Angela, e Nina Birnaz. "Methodological framework for developing pragmatic communication competence in English to students from vocational technical education ISCED 4". Studia Universitatis Moldaviae. Seria Științe ale Educației, n.º 9(169) (fevereiro de 2024): 82–92. http://dx.doi.org/10.59295/sum9(169)2024_13.
Texto completo da fonteResumo:
The 21st century require certain demands regarding employment on the labor market. An imperative orientation, in this context, is communication. Effective communication is an essential element in any workplace, or the current global context of the labor market requires employees the ability to communicate in a globally used language - English. Employers evaluate not only the language skills of the candidates, but also their ability to adapt to various professional communication situations: to share ideas, ask questions and answer questions appropriately, in other words they evaluate the competence of pragmatic communication in English language - an imperative requirement in the current context for the professional career. Starting from this idea, the professional-technical education has the duty to develop students’ competence of pragmatic communication in English, to be future specialists in various fields. This article presents the methodological framework for training the competence of pragmatic communication in English for students in ISCED 4 vocational technical education, which represents a scientific-didactic construct created out of theories, principles, didactic methods and learning tasks.
14
Petryk, Lada. "MEDIA DIDACTIC SUPPORT OF THE PROCESS OF FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE TRAINING". Educological discourse 32, n.º 1 (2021): 112–28. http://dx.doi.org/10.28925/2312-5829.2021.1.8.
Texto completo da fonteResumo:
The article reveals the essence of media didactic support of future primary school teachers’ foreign language training. It consists in providing students with methodological support in order to form their foreign language communicative competence through completeing tasks, solving professional and life situations. Media didactic support guids in creating a foreign language communicative environment, which provides clearly defined tasks (situations, instructions) within the subject of the discipline of the foreign language unit and ways to analyze, evaluate foreign media, create own ones and perform manual actions using media tools. The paper presents some elements of the author's media didactic support of future primary school teachers’ foreign language training in the content of foreign language disciplines, which testify to the diversity of future primary school teachers’ foreign language training with didactic tools, methods and forms of foreign language teaching. Applying theoretical research methods (analysis, comparison, generalization, systematization, synthesis and specification), emphasis is placed on aspects of media didactics development in the process of future primary school teachers’ foreign language training, which allows integration of future school teachers’ foreign language communicative competence and their media literacy. It is established that alongside with traditional methods of foreign language teaching (conversation, explanation, demonstration, etc.) innovative ones are being actively used (the usage of computer programs, the usage of mobile applications, creative tasks, webquest, filming, audio recording, analysis of problem situations and others). Media tools (digital images and photos, collages, comics, screenshots, websites, blogs, infographics, clusters, audio recordings, podcasts, cartoons, audiobooks, online dictionaries, social networks, mobile applications for others) expand the didactic tools of foreign language teaching.
15
Karapeeva, Latinka, e Nikolinka Mihaylova. "CREATING A STIMULATING LEARNING ENVIROMENT IN ENGLISH LANGUAGE AND BULGARIAN LANGUAGE CLASSES. AN INTERACTIVE LESSON IN THE PARK". Education and Technologies Journal 13, n.º 2 (1 de agosto de 2022): 384–86. http://dx.doi.org/10.26883/2010.222.4382.
Texto completo da fonteResumo:
The article examines the pedagogical interaction: informal environment – teachers – students, as a basis for full student development and consolidation of knowledge through didactic games. The team spirit and cooperation between the Bulgarian language and English language teachers is the key to a successful partnership and a condition for stimulating interest in learning. The educators use their ideas and professional experience on a common learning topic. In this case the words as a part of speech and work with a text. The objectives of the lesson are achieved in the process of practical and active interaction. The different learning environment stimulates and sharpens children’s perceptions and contributes to playfulness and reflection. The use of English vocabulary simultaneously with the use of Bulgarian terms contributes to flexibility in didactic games, which stimulates mental activity and leads to the construction of additional cognitive links.
16
Bushi (Gjuzi), Jonida, e Ema Kristo. "TEACHING AND LEARNING BUSINESS GERMAN: DIDACTIC APPROACHES". ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies 12, n.º 9 (13 de setembro de 2023): 47. http://dx.doi.org/10.58885/ijllis.v12i9.47jb.
Texto completo da fonteResumo:
<p><span>The design of lessons for the Business German subject necessitates adherence to specific didactic parameters to ensure the effectiveness of the learning process. This article elucidates critical factors to contemplate when strategizing and conducting Business German classes. Commencing with a comprehensive needs analysis is pivotal when imparting the technical language of Business German. It is imperative to discern the precise requirements of learners while taking into account their objectives, interests, and professional backgrounds. Subsequently, teaching content and learning objectives can be meticulously outlined. The utilization of is paramount, offering learners insights into the real-world business environment and illustrating the application of technical language within a professional context. Additionally, it is imperative to incorporate intercultural aspects, as Business German is frequently employed within an international framework. Given the ever-evolving nature of the economy, it is vital to ensure that Business German classes remain current. Inclusion of contemporary examples, case studies, and information regarding economic developments is essential to enrich the lessons. This approach provides learners with insights into ongoing trends and challenges in the business world. Consequently, learners can gain a deeper understanding of how terminology is applied in real economic contexts and prepare themselves for the dynamic nature of the business landscape. Through consistent updates to teaching content, learners can also cultivate the skills needed to analyze and critically assess information from diverse sources, thereby continually expanding their proficiency in Business German.</span></p><p><span><strong><span>Keywords: </span></strong><span>Business German, authentic materials, technical Language Business Language, Terminology, Didactics, intercultural communication.</span></span></p>
17
Chernovalyuk, I. "Professionally oriented language training foreign higher education acquires". Teaching languages at higher institutions, n.º 41 (30 de dezembro de 2022): 82–99. http://dx.doi.org/10.26565/2073-4379-2022-41-05.
Texto completo da fonteResumo:
The article is devoted to the solution of the linguistic didactic problem relevant for modern higher education – the definition of the scientific and methodological foundations of professionally oriented language training of foreign students. The purpose of the article is to substantiate the main methodical mechanisms for the implementation of the tasks of the professional orientation of the language training of foreign bachelors. Foreign language communicative competence is an important component of the readiness of future specialists to carry out professional activities in modern conditions. For students of higher education, a foreign language plays the role of an educational discipline, a means of learning and professional improvement. The following methods of scientific research were used: analysis of current sources on the topic of research, study of the experience of domestic and foreign pedagogy in teaching professional speech, implementation of selected approaches and methods in practice, analysis of approbation of proposed methodological solutions. The article systematizes modern approaches to selecting the content of communication training in the professional field of communicative connection. The content of concepts has been clarified: the principle of professional orientation of language education, the professional component of communicative competence, requirements for the content of professionally oriented educational content, the characteristics of the methods of teaching foreign students of professional speech have been clarified. It was established that the formation of the professional component of communicative competence in modern conditions requires the involvement of additional educational tools and the development of methodically appropriate techniques, the definition of language training forms, the creation of motivational pedagogical conditions that contribute to the formation of a positive attitude to the learning process. To implement the specified linguistic and didactic conditions, a program that considers modern requirements for language and speech content, the introduction of innovative technologies into the learning process has been developed. The proposed approach to the selection of content and teaching methods ensures the formation of a professional component of foreign language competence and allows for the effective organization of the educational process in academic groups of foreign students studying in economic education programs. Prospects for further research of this problem lie in the development of innovative methodical support for the formation of the professional component of the communicative competence of foreign students, increasing the efficiency of the organization and achieving high effectiveness of the educational process.
18
Dreyfel'd, Oksana. "Interactive Medical Calendar as a Genre of Internet Communication: Russian as a Foreign Language". Virtual Communication and Social Networks 2023, n.º 1 (16 de março de 2023): 32–36. http://dx.doi.org/10.21603/2782-4799-2023-2-1-32-36.
Texto completo da fonteResumo:
This paper describes the linguo-didactic prospects of using the method of interactive medical calendar to develop an artificial language environment for students who study Russian as a foreign language. It features classifications of medical calendars, their receptive properties, and experience of using them as a linguo-didactic genre in teaching Russian. The authors designed an interactive medical calendar that develops a professional medical jargon in non-Russian speakers at medical institutes. The method proved to be an efficient multimedia tool that unites the realities of medicine and language learning in a new context. It promotes learning by doing and out-of-class practice. The calendar allows non-Russian speakers to use professional terms and activates theoretical knowledge while developing digital skills. It also improves the skill of cross-cultural contacts, encourages informal communication, individualizes the learning process, and increases motivation in mastering both the medical profession and the Russian language. The method of medical calendar is a simple genre that facilitates the academic process of learning Russian as a foreign language by adding new activities and information.
19
Lepeshkina, G. G. "CROSS-CULTURAL COMMUNICATION IN FOREIGN LANGUAGE IN NON-LINGUISTIC UNIVERSITY". Education and Science without Limits: Fundamental and Applied Researches, n.º 10 (25 de novembro de 2019): 307–9. http://dx.doi.org/10.36683/2500-249x-2019-10-307-309.
Texto completo da fonteResumo:
Under conditions of globalization and economic crises specialist speaking foreign language, discussing professional and general topics and knowing the peculiarities of speech and business etiquette are of special value. Training such specialist it is necessary to take into account not only the general didactic principles but also principles reflecting the specificity of the discipline
20
Mayer, I. A., e I. P. Selezneva. "MASTER’S PROGRAMS IN THE FOREIGN LANGUAGE EDUCATION FIELD: MODELING QUASI-PROFESSIONAL EDUCATIONAL ENVIRONMENT". Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, n.º 3 (30 de outubro de 2020): 93–103. http://dx.doi.org/10.25146/1995-0861-2020-53-3-224.
Texto completo da fonteResumo:
Statement of the problem. The article deals with the possibility of modeling quasi-professional educational environment in the field of foreign language education (master’s level) through the use of multilevel step-by-step integration of preparation for professional activity with PEP concept (Praxiserkundungsprojekte), designed to meet the didactic requirements of modern higher education, which prescribes the reproduction of quasi-professional activities within the framework of an educational organization. The need for educational, educational and game programs and training programs that prepare students for professional activity is in contradiction with the insufficient development of conditions for their use in practice. The purpose of the article is to present the authors’ recommendations on modeling quasi-professional educational environment for implementing master’s programs in the field of foreign language education of master’s level. The methodology consists in the analysis and synthesis of the research results on the quasi-professional educational environment of Russian and foreign scientists and the authors’ experience in the implementation of master’s programs. Research results. The authors’ recommendations for modeling a quasi-professional educational environment have been developed, including training technologies (didactic and role-playing games; quasi-professional situations; group work within the framework of the PEP project), tested in practice. Conclusion. Analyzing the results of approved recommendations, the authors come to the conclusion that modeling quasi-professional educational environment with PEP concept (Praxiserkundungsprojekte), during implementation of master’s programs in the field of foreign language education contributes to solving one of the main problems of modern education – a combination of theory and practice in the formation of future professionals. The authors’ recommendations can be applied in the course of master’s training, majoring in 44.04.01 “Pedagogical education” (full-time and part-time forms).
21
Levrints (Lőrincz, Marianna. "DIRECTIONS FOR RENEWAL OF THE UKRAINIAN SYSTEM OF FOREIGN LANGUAGE TEACHER EDUCATION ON THE BASIS OF US EXPERIENCE". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», n.º 1(48) (27 de maio de 2021): 221–24. http://dx.doi.org/10.24144/2524-0609.2021.48.221-224.
Texto completo da fonteResumo:
The need for renewal of Ukraine’s education is objectified by the necessity to reach its compatibility with the global educational process. The article aims at outlining the trajectories of renewal of the national system of foreign language teacher education based on the experience of the USA. In the study the methods of comparative analysis and extrapolation were utilised. It was concluded that transformation of the foreign language teacher education system in Ukraine should be carried out along conceptual, legislative and organizational-content strands, at the state, institutional and personal levels. At the state level: development of legislative basis that would stipulate the establishment and work of professional public agencies in the sphere of foreign language teacher education; development and implementation of standards of foreign language teacher preparation; monitoring the quality of language teacher preparation and certification of its applicants by autonomous professional organizations; reconsideration of specializations and qualifications of specialists in the field of foreign languages in accordance with the requirements of the labour market; preparation of foreign language acquisition specialists («foreign language pedagogical linguistics») as a subspecialisation of «applied linguistics»; introduction of pedagogical internship. At the institutional level: diversification of forms and types of educational programmes (academically oriented/ applied, interdisciplinary, multilevel, combined); introduction of interdisciplinary educational programmes with integrated teaching of disciplines and foreign/second languages; diversification of didactic approaches to the development of language teachers’ professional competencies; increasing the number of credits allocated for school practicum and rationalization of its organizational forms and didactic approaches; development of integrated courses with the parallel study of foreign languages and the content of professional disciplines. At the personal level: developing student teachers’ motivation, the need for continuous professional development.
22
AYUNTS, BELLA. "EUROPEAN DIDACTIC METHODOLOGICAL PORTFOLIO AS AN INNOVATIVE TOOL FOR PREPARING STUDENT TEACHERS OF FOREIGN LANGUAGES (EPOSTL)". Main Issues Of Pedagogy And Psychology 8, n.º 2 (29 de setembro de 2015): 83–87. http://dx.doi.org/10.24234/miopap.v8i2.170.
Texto completo da fonteResumo:
The article deals with the problem of European didactic methodological Portfolio: the objectives, didactic descriptors, the components of selfmonitoring and selfassessment in particular. The basic blocks of professional skills, i.e. the planning, the goal settings, the introduction/explanation of the new language material, planning/assessment/ testing, information and communication technologies (ICT) are highlighted in the article, each of which is complemented with certain assignments implemented and approbated in course of pedagogical practice.
23
Mędrzecka, Anna. "English language teachers’ professional development: a survey study of needs and expectations". Linguodidactica 25 (2021): 113–27. http://dx.doi.org/10.15290/lingdid.2021.25.09.
Texto completo da fonteResumo:
Professional development should be an inseparable part of a teacher’s professional career. Although it is the teacher’s sole responsibility, the action he/she undertakes greatly influences learners’ success. The goal of the paper is to investigate in-service English language teachers’ professional development practices, as well as delve into their needs and expectations in this area. The data were collected through a semi-structured questionnaire. The results show that teachers are aware of the lifelong nature of professional development and undertake various activities to improve the quality of teaching, such as workshops or reading didactic literature. However, their attitudes, practices and needs differ and are contingent on their education level, experience and workplace.
24
Karpova, Lyudmila, Elena Grigorieva, Elena Ladonina, Olga Popova e Anna Shchekoldina. "Building Professional Competences of English Language Teachers". SHS Web of Conferences 50 (2018): 01077. http://dx.doi.org/10.1051/shsconf/20185001077.
Texto completo da fonteResumo:
This article is devoted to the problem of building professional competences for the teaching profession. The paper highlights four main groups of professional competences: cultural and linguistic competences, linguistic and didactic competences, social and educational competences, professional and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students. They also have to be able to communicate clearly in the language of instruction, using correct grammar, in various contexts related to teaching. Moreover a foreign language teacher should adapt his or her teaching to the needs of students with various disabilities, integrate ICT in teaching activities, cooperate with school staff, parents and students in pursuing the educational objectives, collaborate with the teaching team in developing programs and projects when teaching students. The article attempts to identify learning situations that are appropriate to the students concerned and the subject content with view to developing the competences targeted. The study can help in designing and modelling the educational process within the frameworks of the competence approach.
25
Mamalova, K. E., F. N. Alipkhanova e A. A. Kvitkovskaya. "Methodology for Teaching Students Professional Vocabulary of the Subject Area “Programming”". SHS Web of Conferences 172 (2023): 01019. http://dx.doi.org/10.1051/shsconf/202317201019.
Texto completo da fonteResumo:
Today, the use of digital and Internet resources in education is practical and mobile for all participants in the educational process and is present not only in specialties that are mainly aimed at the world of digital and information technologies. The development of professional communicative competence of specialists in all industries (natural sciences, social, medical, political, legal) is possible with the use of resources for which representatives of the “Programming and Information Technology” sphere daily develop and improve existing programs, Database. In this work, we examined Internet resources from the standpoint of didactic utility in the framework of the educational process, highlighting their main functions: educational, communicative, developing, relaxation. We have determined that for the greatest possible efficiency when working with Internet resources, the teacher should take into account the presence of the presented didactic functions in the selected / developed resources. The specificity of teaching foreign language vocabulary in the subject area “Programming” lies in the close relationship between the disciplines of the professional cycle and foreign languages. This connection allows the teacher to motivate students to master vocabulary, grammatical structures of a non-native language through the presentation of professional topics, tools familiar in their native language, since the formation of a foreign language communicative competence of a professional is built taking into account the need to develop the ability to solve practically oriented tasks.
26
Kazanskaya, Evgeniya Vladimirovna, e Irina Andreevna Lavrova. "A Corpus-Based Text-Centric Approach to the Scientific Discourse Actualization in the Process of Forming the Professional Language Personality of Linguistic Specialties Students". Siberian Pedagogical Journal, n.º 4 (1 de setembro de 2024): 55–65. http://dx.doi.org/10.15293/1813-4718.2404.06.
Texto completo da fonteResumo:
The article analyses the effect of the corpus text-centered approach on the development of the personality of a linguistics student in the changing socio-pedagogical and professional context of modern society. The ways of scientific discourse actualization in the digital linguodidactic space are investigated, a systematic and in-depth justification of its forms is given, practical and didactic measures affecting the formation and harmonious development of the professional language personality of students are considered. The key characteristics of scientific communication necessary for future specialists for successful professional development in the field of linguistic knowledge are being clarified. The specifics of teaching students a foreign language based on a text-centric approach based on the online corpus dictionaries and digital word cloud technology use are being clarified. The purpose of the article is to investigate and demonstrate the conceptual model and principles of the modern didactic system, which is based on the corpus text-centered approach in the teaching of scientific discourse to language students and the development of their professional language personality. Methodology. In addition to quantitative methods, the pedagogical experiment aimed to find out the characteristics of the formation and development of the scientific discussion skills of students in the field of education “Professional education (according to industry)” a text-centric approach was used. In conclusion, it can be stated that the effectiveness of the corpus text-centered approach in the development of the professional personality of language students has been demonstrated. Recognizing the specifics of scientific communication, this approach helps students improve their reading, writing, speaking skills and understanding of foreign scientific discourse, as well as expand their vocabulary and develop logical thinking and communication skills.
27
RETINSKAYA, T. I. "DIDACTIC POTENTIAL OF A SOCIOLINGUISTIC LABORATORY IN THE UNIVERSITY". Scientific Notes of Orel State University 2, n.º 99 (26 de junho de 2023): 298–301. http://dx.doi.org/10.33979/1998-2720-2023-99-2-298-301.
Texto completo da fonteResumo:
The article is devoted to the experience of the sociolinguistic laboratory, which operates at the Orel State University named after I.S. Turgenev, in developing educational resources that contribute to both improving the methodology of teaching a foreign language in higher education and creating unique programmes of additional professional education.
28
Protsko, Yevheniya. "Requirements to the Professional Competence of English Language Teachers in Belgium". Comparative Professional Pedagogy 4, n.º 3 (1 de setembro de 2014): 77–82. http://dx.doi.org/10.2478/rpp-2014-0039.
Texto completo da fonteResumo:
Abstract The concept of a teacher competence in the works of national and foreign scholars has been investigated in the article. The author describes the standards for English teachers in Belgium that is considered to be an inalienable element of the European education. The qualified training of the teachers is denoted as pedagogical, didactic and methodical knowledge mastering and obtaining research and practical skills. In Belgium vocational education in general and teacher training in particular are described as training of an educational specialist with vocational, organizational, communicative skills and high level of the competence.
29
Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION". PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, n.º 3(55) (12 de abril de 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.
Texto completo da fonteResumo:
In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-didactic and special) that ensure the effectiveness of the educational process have been defined. All defined principles, focused on the development of professional speech of students, are closely interconnected, each of them complements another, therefore they are also interdependent. The traditional methods of teaching English dialogue communication, such as verbal-informative, visual-heuristic and practical-research, and active learning methods (business games, project methods, case-method, analysis of specific situations) have been singled out. Technique as an integral part of the method has been described. Techniques of mental activity (didactic: comparison, generalization, assessment of activities) and techniques of teaching (methodical: the implementation of didactic tasks according to the model, making up a dialogue at a given beginning, working out of a presentation)have been single out. It has been proved that such forms of educational activities as conferences, presentations, excursions, and conducting classes of real professional activity were effective. Non-traditional forms of training contributed to immersing students into professional activities, help them to enhance their professional interest and allow them to demonstrate the ability to interact. The article states that the basis of the preparation of international relations specialists for the English dialogue communication is the expedient choice of forms and principles of training, the development of an excellent method of conducting classes, the use of balanced, thought-out and effective methods and means of teaching.
30
Soldatov, Boris, e Natalya Soldatova. "Distance education didactic principles application in teaching". E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.
Texto completo da fonteResumo:
The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.
31
K.A., Kouzmina, Bazhenova E.I. e Tkacheva I.A. "TECHNOLOGY OF BLENDED LEARNING IN A PROFESSIONAL FOREIGN LANGUAGE FOR UNIVERSITY STUDENTS". Человеческий капитал, n.º 4(172) (18 de abril de 2023): 245–58. http://dx.doi.org/10.25629/hc.2023.04.27.
Texto completo da fonteResumo:
The article clarifies the concept of “blended learning”, the didactic features of the blended learning technology, reflecting its advantages in the organization of the learning process both from the position of teacher and the one of student. The didactic principles of the blended learning technology in the language training of students have also been supplemented. Pedagogical approaches to the implementation of the technology in the teaching of a foreign language have been defined. The model of blended learning of professional foreign language of university students is developed and the stages of its creation, implementation are described. Criteria and indicators of formation of foreign language communicative competence of university students studying with the application of this technology are presented. A pedagogical experiment was conducted to confirm the effectiveness of the model of teaching a professional foreign language to non-linguistic students based on blended learning technology. В статье уточняется понятие «смешанное обучение», выделены дидактические особенности технологии смешанного обучения, отражающие ее преимущества в организации процесса обучения с позиции преподавателя и с позиции студента. Также дополнены дидактические принципы технологии смешанного обучения в языковой подготовке студентов, определены педагогические подходы к реализации данной технологии в обучении иностранному языку, разработана модель смешанного обучения профессиональному иностранному языку студентов вуза и описаны последовательно этапы ее создания, реализации, представлены критерии и показатели сформированности иноязычной коммуникативной компетенции студентов вуза, обучающихся с применением данной технологии. Проведен педагогический эксперимент для подтверждения эффективности модели обучения профессиональному иностранному языку студентов неязыковых направлений на основе технологии смешанного обучения.
32
Blynova, Neliia M., e Nataliia E. Polishko. "ENGLISH GUIDE AS A DIDACTIC MATERIAL FOR PROFESSIONAL COMPETENCES ACQUISITION BY STUDENTS OF HOSPITALITY AND TOURSM PROGRAMS (ON THE EXAMPLE OF ‘AWESOME UKRAINE’)". Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, n.º 23 (junho de 2022): 90–101. http://dx.doi.org/10.32342/2522-4115-2022-1-23-11.
Texto completo da fonteResumo:
The article discusses the didactic potential of the English-language guide ‘Awesome Ukraine’. In particular, publications dedicated to Lviv, Kharkiv, and Kyiv were analyzed. An editorial analysis was also conducted to determine the specifics of printing, compliance with standards, linguistic features of publications, the level of text content, completeness and appropriateness of illustrative content, i. e. the factors that make the ‘Awesome Ukraine’ series one of the examples of didactic material. Such competencies are neccessary for the bachelor course students in all hospitality programs. In addition, the authors propose types of tasks that will promote better mastering of the material in a foreign language and the acquisition of knowledge of local lore. In the process of learning a foreign language, local lore material can create strong practical skills and abilities to use the language as a means of communication, to provide additional opportunities for further professional growth for the tourism and hospitality professionals. The article proves that the visual and textual components of the researched guides allow to practice techniques of effective professional communication. The material of the publication and the way of its presentation and design can teach tactics and strategies of professional communication, taking into account the essence of national stereotypes of behavior and national and cultural symbols. The research emphasizes that while adopting English-language guides, the specifics of the target audience should be also taken into consideration. However, given the use of these publications as didactic material, we emphasize that the Awesome Ukraine series is suitable for teaching students at the PreIntermediate and Intermediate levels. With the right approach and proper presentation, an Englishlanguage guide can be a powerful source of linguistic and methodological assistance. After all, students not only learn local lore information, but also adopt the way of presenting ideas, the necessary language patterns, learn to apply them in practice by creating their own similar texts. Provided that the future specialist will have to create travel products, the Awesome Ukraine series is a good example to follow. From the point of view of polygraphic design, it should be emphasized that all editions are to acquire a homogeneous design, meaning the each city symbol is to be placed on the cover. The textual content is concise, simple and accessible in English. The materials are illustrated with a thematic photo, which is designed to illustrate the text. The publications are quite competent and created in accordance with publishing standards, embody a well-thought-out concept of presenting textual and illustrative material, crucial for acquiring foreign language competences. The researched guides are a rich source for creating specific didactic exercises necessary for studying the courses, such as «Foreign language for professional purposes» and «Foreign language for special purposes», provided by the bachelor’s program in «Hotel and restaurant business» and «Tourism».
33
TITOVA, S. V. "TECHNOLOGICAL SOLUTIONS BASED ON ARTIFICIAL INTELLIGENCE IN TEACHING FOREIGN LANGUAGES: AN ANALYTICAL REVIEW". Linguistics and Intercultural Communication 27, n.º 2_2024 (6 de julho de 2024): 18–37. http://dx.doi.org/10.55959/msu-2074-1588-19-27-2-2.
Texto completo da fonteResumo:
AI technologies are already beginning to change the learning process, they contribute to the creation of a personalized learning path; help to analyze educational metadata almost instantly; provide access to big data, helping in solving various professional tasks and problems. The purpose of this article is to provide an analytical review of examples of the use of artificial intelligence technologies in language teaching and to create a typology of AI-based technological solutions that have been actively used in the educational process over the past five years. The proposed typology of AI-based technological solutions used in teaching a foreign language is based on areas of didactic activity and didactic tasks that can be effectively solved with the help of AI. Under the directions of didactic activity, we mean: teaching and learning of foreign languages; management of the educational process, including the analysis of educational analytics, the development of an individual learning path, the creation of recommender systems; organization of the educational process, that is, control and assessment, providing feedback and reflection, developing didactic materials for adaptive online courses and intelligent learning systems.
34
Humeniuk, Iryna. "POLYCODE TEXT AS A MEANS OF IMPLEMENTATION OF THE TEXT-CENTRIC TEACHING TECHNOLOGY". Science and Education 2020, n.º 3 (março de 2020): 97–103. http://dx.doi.org/10.24195/2414-4665-2020-3-14.
Texto completo da fonteResumo:
Formation of spoken and written professional language of students is connected with the increase of the level of a set of their competences. The efficiency of this process largely depends on usage of the potential of the text-centric technology in the process of teaching the Ukrainian language for professional purposes because text is the main means for creation of professional context. The aim of the article is determination of directions of implementation of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education, and analysis of the functional load of polycode text in this context. A set of methods has been used in the research process: the theoretical methods (reflexive analysis and generalization of literary sources for clarification of the level of solving the issue in the modern scientific area), the methods of visualization and generalization (for elucidation of the ways of usage of polycode texts while teaching the course). On the basis of analysis of scientific definitions of the concept “text” and its main features, there has been formulated a linguo-didactic definition of educational text and vectors of implementation of the text-centric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education. Research of polycode text as a means of implementation of the text-centric teaching has been conducted, the main kinds of polycode texts and their functional load in the course of the Ukrainian language for professional purposes have been defined and analyzed. The exceptional didactic potential of hypertext as a modern form of organization of material, which is becoming especially important in conditions of distant education, is emphasized. The most efficient organizational forms of working with hypertext have been defined. Considering the features of the structure of polycode text (combination of the verbal and nonverbal components), document has been defined as its specific form. The holistic view of the studied issue is illustrated by the constructed model of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education.
35
Shchehlova, Аlla Oleksandrivna. "Didactic basics of ICTs usage in foreign language teaching in non-language higher education institutions". Engineering and Educational Technologies 8, n.º 1 (31 de março de 2020): 95–104. http://dx.doi.org/10.30929/2307-9770.2020.08.01.08.
Texto completo da fonteResumo:
The article explores the features of modern information and communication technologies implementation in teaching technical English. The specifics of teaching foreign languages for applicants for non-linguistic specialties has its own characteristics, which should be taken into account when constructing and conducting classes. The information society poses new challenges and correspondingly new goals for teachers and applicants to higher education, the achievement of which is ensured by analyzing situational data and creating the environment that would most closely reflect the realities of the modern professional environment, which requires an appropriate level of a foreign language knowledge. It was determined that electronic learning tools act as a catalyst in mastering the material and improve the quality of the educational process. The study analyzed psychological factors that provide an extremely high level of student motivation and form the corresponding priorities in the direction of professional growth. The pedagogical ways of introducing multimedia teaching aids while studying a foreign language are described in detail as a key condition for the fundamental training of a qualified specialist, focused on meeting the needs of the modern market. It is noted that higher education institutions do not yet fully possess educational computer programs and the latest software, which is one of the most pressing problems in the digitalization of the educational process. It is proved that the effectiveness of achieving didactic goals directly depends on the chosen forms and methods of training, and the inclusion of information and communication technologies has such advantages as individualization and intensification of the educational process, an increase in the amount of independent work of the applicant, which is an important component of the Bologna process. In this regard, and with the aim of developing the communication skills of future specialists, ICTs are considered to be the primary element in the training of qualified specialists in economic fields.
36
Levrints (Lőrincz), Marianna. "THE ORGANISATION OF RESEARCH IN FOREIGN LANGUAGE TEACHER PREPARATION IN THE US UNIVERSITIES". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», n.º 2(49) (18 de dezembro de 2021): 79–84. http://dx.doi.org/10.24144/2524-0609.2021.49.79-84.
Texto completo da fonteResumo:
Although research has been shown to expedite the professional growth and development of prospective specialists, less is known about the effective world practices in undergraduate and graduate research that could be applied in Ukrainian language teacher education. The present article explores the characteristics of student resear ch in US foreign language teacher education. The study focused on the analysis of academic literature, normative resources and the practical experience of language teacher preparation with the aim of extrapolating good practices into the Ukrainian system of language teacher education. It was shown that student research integrates didactic approaches with elements of creative activity, individual research projects, culminating projects, the study of specialised disciplines, individual and group scientific inquiry, not included in the curricula of educational programmes. The organisational forms of the latter are research symposia, seminars, workshops, conferences, preparation of scientific publications and some others. Among the central tasks of undergraduate and graduate research is the preparation of highly qualified, autonomous specialists, who are capable of accumulating and generating scientific knowledge, skillful application of professional knowledge in approaching the task of teaching; familiarising students with the methodology for organising and conducting research in the field of foreign language education; increasing motivation for scientific inquiry and professional development, intensification of learning; promotion of critical and reflective thinking, professional self-identification and self-realisation; stimulating the need for continuous self-development; implementation of individualisation and differentiation principles in language teacher education; replenishment of the cohort of scientific and pedagogical staff. The research competence is developed through diverse didactic forms and approaches; it is characterised mainly by electiveness at the undergraduate level and is a mandatory component of the graduate programmes’ curricula in foreign language teacher education.
37
Manley, Stacy B., Elaine M. Frank e Caryn F. Melvin. "Preparation of Speech-Language Pathologists to Provide Services to Patients With a Tracheostomy Tube". American Journal of Speech-Language Pathology 8, n.º 2 (maio de 1999): 171–80. http://dx.doi.org/10.1044/1058-0360.0802.171.
Texto completo da fonteResumo:
Speech-language pathologists often are consulted to facilitate communication and swallowing for patients with a tracheostomy tube. The purpose of this study was to survey the clinical knowledge base of speech-language pathologists serving patients with tracheotomy and the level of confidence they place in their ability to provide professional treatment to these persons. Practicing speech-language pathologists have varying levels of didactic preparation for making treatment decisions with these patients; results revealed that only about half report that they feel confident serving this population. Speech-language pathologists requested additional coursework, inservice training, and clinical exposure to tracheostomized patients to increase their confidence in serving these patients. Ethical considerations related to professional preparation and training are discussed.
38
Strelchuk, E. N., e K. S. Bezrukova. "Development of a valuable attitude towards the Russian language as a means of influence and healing (based on the example of online course for foreign medical students)". Tambov University Review. Series: Humanities 29, n.º 6 (13 de dezembro de 2024): 1622–34. https://doi.org/10.20310/1810-0201-2024-29-6-1622-1634.
Texto completo da fonteResumo:
Importance. The research describes the content of an online course on Russian as a foreign language, developed for medical students based on the axiological approach. The relevance of the study is due to the role of professional values in the development of future doctors. Among the value orientations of a doctor, an important place is occupied by the attitude to the word as a means of influencing the patient, since in Russian culture there is still an idea of the healing power of the word. The purpose of this study is to describe the online course “The Art of Communicating with a Patient in Russian” for foreign medical students, developed based on the axiological approach.Materials and Methods. The study is conducted using the following methods: analysis, generalization, observation, and pedagogical experiment. A total of 92 foreign 2nd-year students studying in the fields of “General Medicine” and “Dentistry” from near and far abroad countries took part. The pedagogical experiment was conducted at the Russian Language Department No. 5 of the Russian Language Institute of the Patrice Lumumba Peoples’ Friendship University of Russia during the spring semester of the 2023/2024 academic year. The work is based on an axiological approach, which involves the selection of didactic material taking into account the value criterion – a word as a means of healing.Results and Discussion. It has been proven that the selected didactic materials on Russian as a foreign language for students of medical specialties based on the axiological approach contribute to the development of a value-based attitude towards language as a means of healing and influence, which ensures high-quality professional training of students and promotes the development of communication in Russian.Conclusion. The online course “The Art of Communicating with a Patient in Russian” for foreign medical students described in the study, selected using the value criterion, allows for the implementation of didactic tasks and the achievement of educational goals, namely: to form in students a system of value orientations, attitudes, and beliefs aimed at developing professional communication.
39
Maksymuk, Larysa, e Liliia Levoniuk. "IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES". Collection of Scientific Papers of Uman State Pedagogical University, n.º 2 (24 de junho de 2021): 212–19. http://dx.doi.org/10.31499/2307-4906.2.2021.236695.
Texto completo da fonteResumo:
The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education.
Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.
40
Mirkina, Yulia Z., e Anna S. Molchanova. "IMPLEMENTING THE SYSTEMATIC ACTIVITY APPROACH IN DISTANCE LEARNING: FOREIGN LANGUAGE LESSONS". Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, n.º 56 (29 de setembro de 2023): 47–54. http://dx.doi.org/10.37386/2413-4481-2023-3-47-54.
Texto completo da fonteResumo:
This paper addresses aspects of planning and structuring foreign language lessons within the framework of the systematic activity approach in vocational education. The authors give an overview of the main didactic principles of the systematic activity approach and show the necessity of their correlation with the content of professional education. The examples of various assignments at different stages of a foreign language lesson illustrate how the principles of the studied approach could be implemented.
41
Sotvoldievich, Toshmatov Alimardon. "Didactic Factors of Improving the Writing Competence of Future English Language Teachers". European Journal of Higher Education and Academic Advancement 1, n.º 2 (18 de maio de 2023): 168–70. http://dx.doi.org/10.61796/ejheaa.v1i2.132.
Texto completo da fonteResumo:
This study aims to investigate the didactic factors and strategies that contribute to improving the writing competence of future English language teachers. Using a mixed-methods approach, the study surveyed and interviewed pre-service teachers and analyzed their written work. The results revealed that targeted feedback, practice-oriented instruction, collaborative learning, and self-regulated learning were significant contributors to enhancing writing competence. These findings have implications for teacher education programs and the professional development of future English language teachers.
42
Bortnikova, Tatyana G., e Marina I. Dolzhenkova. "Student’s communication skills development in the process of working with polycode texts". Tambov University Review. Series: Humanities, n.º 1 (2022): 47–56. http://dx.doi.org/10.20310/1810-0201-2022-27-1-47-56.
Texto completo da fonteResumo:
The theoretical justification of the linguistic and didactic potential of polycode texts for teaching professional communication in a foreign language is analyzed. The analysis of scientific literature related to the study of semantically complex texts, including information transmitted using various code systems is conducted. The concepts of “creolized” and “polycode” text are differentiated. Attention is focused on the fact that the texts of different semiospheres during decoding can be variably interpreted, depending on which linguocultural communities the communicants belong to. At the same time, it is pointed out that familiarity with the cultural codes of the target language and the multichannel inherent in polycode text can significantly improve the decoding and communication skills of students in the process of working with polycode texts. The conclusion is made about the significant didactic potential of working with polycode texts. Specific stages of work with such texts are proposed, and it is emphasized that the gradual inclusion of students in work with polycode texts that combine several codes for presenting information, allows them to most accurately understand the ideas inherent in the polycode text and conduct successful professional communication in a foreign language.
43
Horbatiuk, Roman, e Nataliia Bilan. "THE MODEL OF FOREIGN LANGUAGE COMPETENCE FORMATION OF FUTURE ENERGY ENGINEERS". Collection of Scientific Papers of Uman State Pedagogical University, n.º 1 (30 de março de 2023): 129–37. http://dx.doi.org/10.31499/2307-4906.1.2023.276953.
Texto completo da fonteResumo:
The paper presents the model of the formation of future energy engineers’ foreign language competence, which conditionally reproduces the process of step-by-step learning of a foreign language for professional purposes and the development of practical knowledge and skills of receptive and productive types of linguistic activity under specifically created conditions due to the use of a range of specially selected didactic and methodological toolkit of informational, audiovisual and visual type focusing on project learning technologies. Based on the results of the research, its main components were determined and analyzed, and their inverse relationship and interaction were substantiated too. It was established that the developed model belongs to the structural and functional group. It was found that the structure of the model is determined by a complex of interconnected and complementary elements, which are combined into four blocks: motivational-target (goal, task, social order), didactic-methodological (approaches and principles of learning), content-processual (stages of foreign language training, pedagogical conditions, methods, technologies, forms, means of education), evaluation-resultative (components, levels), formation of foreign language competence, result). The functionality of the model is characterized by a set of properties that reveal its ability to perform a number of functions, in particular: educational, organizational, technological, managerial, cognitive, developmental, communicative, competent, controlling. The model design of foreign language competence formation for the future energy engineers was carried out taking into account the specifics of the professional training of higher education graduates specializing in the field of knowledge 14 Electrical engineering and the specifics of their future professional activities. It has been determined that the implementation of the suggested structural and functional model into the educational process of students’ foreign language learning results in the formation of a foreign language competence of would-be specialists in the field of power engineering, who are able to perform all the types of engineering activity using the relevant metalanguage in their professional environment.
Keywords: model, structural and functional model, formation, foreign language training, foreign language, foreign language competence, future energy engineers, higher education applicants, education environment, knowledge.
44
Nikolić, Milka V. "SRPSKI KAO STRANI JEZIK MEDICINSKE STRUKE: LEKSIČKI POTENCIJAL UDžBENIKA NAMENjENIH POČETNOM NIVOU". Nasledje Kragujevac XX, n.º 57 (2024): 403–17. http://dx.doi.org/10.46793/naskg2457.403n.
Texto completo da fonteResumo:
The subject of this paper refers to Serbian as a foreign language for specific purposes, and Serbian is considered as a foreign language for the professional needs of medical students at the beginner level of knowledge. For now, we do not have a textbook specifically intended for students of the medical profession, therefore teachers rely on didactic resources provided for general courses. The aim of this paper is to examine the lexical potential of the existing text- books for use in the beginner-level classes attended by medical students. The corpus consists of 12 textbook publications, published in Serbia and abroad between 1986 and 2011. The content analysis method and descriptive method are applied. The analysis of textbook contents at the beginner level related to health topics (parts of the body, going to the doctor, illness, treat- ment) shows that the corpus viewed as a whole has a high lexical potential. Existing textbooks make it possible to find lexical units and syntactic constructions suitable for teaching Serbian as a foreign language intended for medical students at the beginner level. The task of future research is to form courses in Serbian as a foreign language of the medical profession, as well as to create didactic tools aligned with the professional needs of healthcare workers.
45
Onyshchenko, I. V. "LANGUAGE DIDACTIC PRINCIPLES OF CULTURE FORMATION OF PEDAGOGICAL COMMUNICATION OF FUTURE TEACHERS PRIMARY CLASSES". Educational Dimension 28 (20 de dezembro de 2010): 281–86. http://dx.doi.org/10.31812/educdim.7181.
Texto completo da fonteResumo:
In article features of formation of culture of pedagogical dialogue of the future teachers of elementary grades are considered; is professional - communicative abilities of the future teachers are defined and described.
46
Krüger, Ralph. "Integrating professional machine translation literacy and data literacy". Lebende Sprachen 67, n.º 2 (1 de novembro de 2022): 247–82. http://dx.doi.org/10.1515/les-2022-1022.
Texto completo da fonteResumo:
Abstract The data-driven paradigm of neural machine translation is a powerful translation technology based on state-of-the art approaches in artificial intelligence research. This technology is employed extensively in the professional translation process, requiring an adequate degree of machine translation literacy on the part of professional translators. At the same time, the increasing datafication to be observed in modern society – both in private as well as in professional contexts – contributes to the rise in prominence of another digital literacy, i. e., data literacy, which is also of high relevance with regard to data-driven machine translation. The present paper analyses and discusses in detail the individual dimensions and subdimensions of professional machine translation literacy and data literacy and attempts to integrate the two concepts. It thereby lays the theoretical foundation for a didactic project concerned with teaching data literacy in its machine translation-specific form to students in the fields of translation and specialised communication studies.
47
Moroz, Olena. "BASIC PRINCIPLES OF CONTINUOUS PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE COMPETENCY FORMATION". Innovative Solution in Modern Science 7, n.º 51 (5 de dezembro de 2021): 48. http://dx.doi.org/10.26886/2414-634x.7(51)2021.4.
Texto completo da fonteResumo:
The article suggests the definition of the continuous maritime education phenomenon and substantiates the basic didactic principles of the framework of foreign professionally-oriented language training of seafarers in the system of continuous education. It is determined that the leveled continuous professional training should be carried out in educational and industrial complexes which are in fact the system of interconnected educational establishments and industrial enterprises that pursue a common aim. It has been proved that the system of professionally-oriented foreign language competency formation of future seafarers can gain the qualities of integrity and continuality only under the condition that it is carried out on all basic stages of education in constant coordination: pre-professional training (Professional Maritime Lyceum), professional training (Maritime Specialized College and/or Maritime Academy), higher professional education (Maritime Academy) and post-graduate education (advanced training on the basis of training centers for seafarers). The process of integral professionally-oriented foreign language training of seafarers design must be grounded on the principles of succession and consistency, the provision of strict coordination of the educational process on all levels of education. Key words: continuous education, professionally-oriented foreign language training, education and industrial complex, integration, coordination, succession.
48
Sander, Isa-Lou. "Berufssprache". Lublin Studies in Modern Languages and Literature 45, n.º 1 (30 de março de 2021): 65. http://dx.doi.org/10.17951/lsmll.2021.45.1.65-73.
Texto completo da fonteResumo:
<p>Communicativ skills play a crucial part in succesful professional acitivity. This includes not only technical language and everyday communication, but also job-related language. The present article provides an approach to the question of existing definitions of job-related language as an register. Also the question of characteristic aspects of job-related language will be discussed in this article. The article ends with an outlook on the didactic potential of modeling the job-related language register and on a current research project.</p>
49
Adamczyk, Roman. "Foreign Language Competences of Educators and Areas of Their Application". Lifelong Learning 9, n.º 1 (2019): 7–19. http://dx.doi.org/10.11118/lifele201909017.
Texto completo da fonteResumo:
The present article provides an overview of key areas of educators’ language skills with an emphasis on foreign-language competence. Foreign language competences of educators at all levels of schooling constitute an integral part of the contemporary pedagogical activity, being historically embedded in both Czech and foreign linguistic and language teaching cultures. The latter competences form a subset of general and ´soft´ skills in the area of communication and apowerful tool of knowledge acquisition, enabling access to foreign language resources in libraries, databases and the whole of the internet platform, as well as communication in interactive social settings of conferences and other professional contexts. The article primarily focuses on foreign language competences of non-language teachers as a part of their professional erudition and on the areas of application of both productive and receptive skills, including speaking, writing, listening, reading and translation. The convergence of language teaching and content subjects resulted in the emergence of new didactic approaches that further underscore the importance and potential of foreign language competence in the professional activity of teachers.
50
Butusova, A. S. "Special aspects of formation of sight translation skills". Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, n.º 1 (2023): 19–30. http://dx.doi.org/10.18323/2221-5662-2023-1-19-30.
Texto completo da fonteResumo:
Teaching sight translation is an integral part of translators' professional training, and it requires applying didactic measurements that increase students' motivation. The topic of didactic measurements in teaching sight translation is insufficiently developed in the contemporary international and domestic translation didactics and needs to be clarified. This paper aims to describe the didactic quantitative and qualitative measurements obtained and substantiated through applied theoretical and empirical research methods. The translation speed and evaluation of translation quality according to the scale of compliance with the norms of the target language are proposed as sight translation didactic measurements, which were identified and substantiated in the didactic experiment. The experiment involved 10 students in their fourth year of studying translation and interpretation at the Southern Federal University during the sixth and seventh semesters. The research describes relevant variables and results of the didactic experiment in sight translation training at the initial stage (4.2–4.3 printed characters per second). Translation speed was measured for translation from and into the foreign language in routine and stressful environments. Translation errors were analyzed, classified, and counted. The procedural difficulties of sight translation were observed and discussed with the students. Qualitative and quantitative measurements and their correlation in dynamics were compared. Diagnostic and boundary measurements of sight translation speed for the first year of translation training are proposed. Common and individual factors influencing the process of translation from the worksheets at the initial stage are found in the research; they include translation from or into the native language, the level of education, the speed of translation, the language pair, the stressful environment, the speed of reading, the density of the text, and the number of translation errors. It is proved that the speed and quality of translation in the course of the research grew unevenly, the speed of translation from a foreign language into Russian and the other way depends on the speed of reading in both languages.