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1
Mitrofanova, K. A. "HUMANAZING MEDICAL EDUCATION BY PHILOLOGICAL DISCIPLINES." «Современная высшая школа инновационный аспект», no. 1 (2016): 68–74. http://dx.doi.org/10.7442/2071-9620-2016-1-68-74.
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2
Fonrobert, Charlotte Elisheva. "A Philological Orientation?" Journal of Jewish Education 76, no. 2 (May 21, 2010): 104–7. http://dx.doi.org/10.1080/15244111003753679.
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3
Shovkovyi, Vyacheslav, Olesia Lazer-Pankiv, Tetiana Shovkova, and Tetiana Druzhchenko. "Latin in the System of Philological education." Boletim de Estudos Clássicos, no. 66 (December 15, 2021): 165–80. http://dx.doi.org/10.14195/2183-7260_66_8.
Повний текст джерелаАнотація:
The article deals with the integrative and differentiated nature of the discipline Latin in the paradigm of education of philologists – specialists in Romance and Germanic languages. It is proved that Latin, integrating with a number of disciplines of professional training of philologists in the context of philological education, contributes to the theoretical training of linguists. At the same time, it is determined that the course of Latin should clearly meet the needs of future professionals, and thus take into account their professional orientation. Therefore, there is a need to differentiate the content of education depending on the specialty of philology students.
4
Matviienko, Lesia H., and Olena H. Krasota. "ELEMENTS OF COMPUTER LEXICOGRAPHY IN AGRICULTURAL MANAGERS EDUCATION." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 211–18. http://dx.doi.org/10.32342/2523-4463-2021-2-22-20.
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The development of all spheres of public life is associated with the optimization of information processes (collection, storage, processing, transmission of information), so modern society is called information. Modern information and communication technologies play an important role in teaching a foreign language in non-philological higher education institutions. The organization of education using electronic tools allows significant deepening the professional knowledge and optimizing the educational process for students. Modern lexicography has significantly expanded and strengthened its tools with computer technology for creating and using dictionaries. Special programs (databases, computer files, word processing programs) let us automatically generate dictionary entries, store dictionary information and process it. The purpose of the study is to reveal the specifics of computer lexicography use for training managers in a modern agricultural university. To achieve this goal, a set of methods was used: theoretical: comparison and generalization (study of the degree of scientific development of the term “computer lexicography”), analysis, synthesis and generalization of psychological, pedagogical and methodological literature, theoretical forecasting and modeling of computer lexicography to determine scientific bases of the researched problem; empirical: diagnostic methods (interviews, interviews with teachers, questionnaires, analysis of products of professional activity of teachers, which provide philological disciplines in teaching the agricultural managers). The analysis of the problem showed its insufficient representation in modern scientific works. The article characterizes the role of disciplines of the philological cycle in the professional training of higher education students majoring in “Management”; the term “computer lexicography” is defined and its typology is singled out; the conditions for the introduction of computer lexicography in the educational process of agricultural universities are determined; analyzed software for the introduction of elements of computer lexicography in training the marketing specialists in agricultural universities; the positive and negative aspects of the use of computer lexicography as a component of education are revealed. The article for the first time revealed the specifics of the use of computer lexicography in teaching the philological disciplines for the specialty “Management” at the universities in the agricultural sector. The variety of trends in the introduction of computer lexicography at all stages of teaching the discipline is obvious, and, in particular, the variety of approaches to the creation of electronic dictionaries of different types. The obtained results allow deepening the knowledge of future specialists in the field of management, expanding the interests of higher education seekers, simplifying the work of students with special terminology, systematizing the acquired knowledge, improving the quality of philological disciplines through the introduction of information and communication technologies.
5
Slobodian, Olena. "The place of non-formal education in the process of philological training of future educators." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 146–56. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-146-156.
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The article reveals the place of non-formal education in the system of continuing education, the essential characteristics of this concept, its role in the implementation of philological training of future educators. Various aspects of non-formal education (essence, factors, potential, principles, stages, methods, forms, etc.) are analyzed, the developing potential of non-formal education and the mechanism of its influence on the professional self-development of the future educator are presented. The author determined that philological training involves the creation of optimal conditions for learning language and literature, stimulating speech and mental activity of students; development of their critical thinking, language personality, multiple intelligence, ability to conceptually model information; expanding the knowledge space taking into account the individual styles and learning strategies of students. The philological competence of the future preschool educator is a holistic personal education, which includes cognitive, communicative, linguistic, research and personal competence. Particular attention is paid to specific forms of non-formal education, which are aimed at achieving a high level of philological competence.
6
Бабаева Зарина Сайфуллаевна. "О МЕТОДИКЕ ФОРМИРОВАНИЯ ЕДИНСТВА ТРАДИЦИЙ И ИННОВАЦИЙ В ПОДГОТОВКЕ БУДУЩИХ УЧИТЕЛЕЙ-ФИЛОЛОГОВ". World Science 2, № 2(54) (28 лютого 2020): 22–26. http://dx.doi.org/10.31435/rsglobal_ws/28022020/6936.
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The study of domestic philological education as a holistic and systemic phenomenon involves its study, both from the point of view of historical retrospective and in the context of modern innovative settings. Meanwhile, the scientific field related to the study of the interaction of traditions and innovations in the evolution of domestic philological education has not received due understanding by now. Within the framework of the indicated problem, questions arise, the solution of which in modern conditions has special acuteness and topicality. What are the trends and dynamics of changes in the interaction of traditional and new experience in the development of domestic philological education? What factors influence the nature of the interaction of traditions and innovations in the development of the theory and practice of domestic philological education? What does analysis and understanding of the interaction of traditions and innovations in the historical past of Russian philological education give to assess its current state and, no less important, to predict its future development? The list of these questions indicates the seriousness and scope of the study. The dynamism of global changes in the world, the change in the economic and socio-cultural patterns in the country contributed to the fact that higher education had to flexibly respond to the current situation in the training of personnel.
7
Kolesnikov, A. A., and O. G. Polyakov. "Personal-competency basis of philological education (foreign languages)." Yazyk i kul'tura, no. 40 (December 1, 2017): 208–28. http://dx.doi.org/10.17223/19996195/40/15.
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8
Kubayeva, Mavluda B. "IMPLEMENTATION OF VISUAL-DIDACTIC GAMES IN ECOLOGICAL EDUCATION OF STUDENTS OF PRESCHOOL EDUCATIONAL ORGANIZATIONS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 01 (January 1, 2022): 1–4. http://dx.doi.org/10.37547/philological-crjps-03-01-01.
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This article describes the effectiveness of the use of visual-didactic games in environmental education of preschool children, as well as the requirements for it, and provides an example of a visual-didactic game.
9
Ivanova, K. Yu. "The use of grid technology in teaching foreign language writing in senior specialized schools (philological course)." Science and School, no. 1, 2020 (2020): 168–71. http://dx.doi.org/10.31862/1819-463x-2020-1-168-171.
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The article considers the possibility of using grid technology to develop the skills of foreign-language written speech of students of the specialized philological class. The methodological potential of grid technology in teaching foreign-language written speech to senior students is reflected. The features of the profile philological class characterized by an indepth study of the foreign language and the block of philological disciplines, is presented. The possibility of using information and communication technologies to develop the skills of students ‘written speech at the specialized stage of education is justified.
10
ABRAMOV, Valery P., Galina A. ABRAMOVA, and Irina N. LEKAREVA. "PHILOLOGICAL EDUCATION IN CONTEMPORARY RUSSIA: IN SEARCH OF AN INVARIANT." Historical and social-educational ideas 10, no. 6/1 (January 18, 2019): 51–58. http://dx.doi.org/10.17748/2075-9908-2018-10-6/1-51-58.
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The article analyzes the reflection of the problems of philological education in modern Russia by the professional pedagogical community through the prism of the collision of different conceptual approaches. The relevance of the topic is connected with the need to build an effective state policy in the field of philological education, both in school and in high school. According to the authors, the greatest difficulties in solving most of the problems are associated with disagreements in the views of different participants of the educational process on the questions about structure and content of the invariant and options for teaching Russian language and literature. The authors suggest a way out of this situation in recognition of the fact that an invariant is necessary, but its definition should take into account its compliance with all established criteria and that its content should be audited from time to time. To overcome the existing conceptual differences and disagreements, it is proposed to create a special dictionary of concepts of philological education, to work on which to attract representatives of all categories of participants in the educational process. It is also concluded that the literal borrowing of educational methods from the Western systems of education and evaluation can not be recognized as useful without their adaptation to the realities and traditions of the Russian school.
11
Tanana, Svitlana. "MODERN EDUCATIONAL COMPONENTS OF INNOVATION TEACHING OF FOREIGN LANGUAGE IN THE ESTABLISHMENTS OF HIGHER EDUCATION." Psycholinguistics in a Modern World 16 (December 17, 2021): 274–78. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-274-278.
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The article deals with the theoretical aspects of the problem of readiness for the innovative activity, its analyze the modern components of the professional competence and innovative activity. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article.
12
Sobchenko, Tetyana. "Features of Education of Students-Philologists in the Conditions of Informatization and Digitalization of Higher Education." Professional Education: Methodology, Theory and Technologies, no. 13 (June 25, 2021): 278–90. http://dx.doi.org/10.31470/2415-3729-2021-13-278-290.
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The article substantiates the relevance of informatization of society in general and education in particular, outlines the main tasks in the training of future professionals. The purpose of the article is to theoretically substantiate the peculiarities of the organization of the future philologists’ training process. Methods. The following research methods are used: analysis and generalization of scientific and methodological sources, government documents on the research topic for the theoretical justification of the problem, modeling and synthesis of the obtained data. The results. The terminological apparatus «informatization of education», «means of informatization», «digitalization» is defined. The main components of the modern educational environment of a higher education institution are highlighted and the function of the innovative component is emphasized. It was found that the main components that will ensure the formation of digital competence of philology students are the content and means of education. It has been established that the study of compulsory and elective disciplines, which will contribute to the general and professional competencies’ formation, is equally necessary for mastering the theoretical foundations and practical skills of using innovative information and digital technologies. It is established that within the obligatory course «Pedagogy» students of philological specialties master the module «Digital training tools» in which they gain basic knowledge about digital technologies and ways to use them, and hone and supplement this knowledge while studying other disciplines. In a classroom, students learn to use different computer-based learning tools to complete a variety of tasks. Future philologists search and critically analyze information on the Internet; work with electronic textbooks and dictionaries; prepare visual aids: presentations, tables, diagrams, infographics, briefings, create audio and video content for classes, prepare tasks for test control on various platforms and services, learn to present public information on social networks properly and more. Conclusions. It was found that in recent years there have been many philological sites that provide information assistance and various services, creating electronic libraries, virtual laboratories, Internet projects, which contribute to the quality of training of philological specialties students.
13
Cherepanova, T. B. "TO THE QUESTION OF THE CONCEPT OF SCHOOL PHILOLOGICAL EDUCATION." Tomsk state pedagogical university bulletin, no. 7 (2017): 124–27. http://dx.doi.org/10.23951/1609-624x-2017-7-124-127.
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14
Sharova, Tetiana, Valentyna Zotova, Liudmyla Kopeitseva, and Alina Zemlianska. "MODERN TECHNOLOGIES OF TEACHING PHILOLOGICAL DISCIPLINES IN HIGHER EDUCATION INSTITUTIONS." Педагогічні науки: теорія, історія, інноваційні технології, no. 1(95) (January 27, 2020): 323–34. http://dx.doi.org/10.24139/2312-5993/2020.01/323-334.
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15
Gerasimenko, Natalia A. "INTEGRATION OF SCIENTIFIC KNOWLEDGE IN THE SPHERE OF PHILOLOGICAL EDUCATION." Bulletin of the Moscow State Regional University (Russian philology), no. 2 (2021): 112–15. http://dx.doi.org/10.18384/2310-7278-2021-2-112-115.
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Pentyliuk, Mariia, Iryna Kushnir, Iryna Zozulia, and Iuliia Kosenko. "Updating the Selection Principles of Content Components in Linguistic Education of Foreign Non-Philological Students." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (December 14, 2021): 113–32. http://dx.doi.org/10.18662/rrem/13.4/473.
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The authors of this article point to the need to update the content of language education of foreign non-philological students of the Ukrainian higher education institutions. Updating the content component of the Ukrainian language teaching system as a foreign language foregrounds the following factors: the demands of a contemporary information society for the tasks and results of foreign language teaching, modern standards of language education, conditions for the teaching process organization of language disciplines to foreign students of the Ukrainian higher education institutions, and communicative needs of foreign students with a new mindset. An act of communication is considered to be the basic unit of teaching Ukrainian as a foreign language, which linguistic incarnations are discourse sentence expressions and discourse texts. An effective updating enabler of a language education content of foreign non-philological students is to identify most suitable general methodological principles for the selection of teaching materials. Techniques of educational technologies in the empirical spectrum of methodology are developed precisely in terms of linguodidactic principles. The present research theoretically substantiates the distinction of the selection principles for the content components of a language education system of foreign non-philological students. It describes the array of experimental tools for the expert assessment of practitioners as well as highlights statistical indicators of the survey results. The article also analyzes the discussion of the principles proposed by the authors for the selection of language materials for teaching Ukrainian as a foreign language to non-philological students. This article also exemplifies the results of a holistic assessment by experts of a probable application of the principles suggested in questionnaires on the selection of learning materials for textbooks / manuals that are used in the actual learning process. Statistical indicators of the imparted expert evaluation have verified the relevance to improve existing textbooks / manuals and bring them closer to communicative needs of modern foreign students with mosaic thinking, the requirements of up-to-date educational language standards, and conditions for the teaching process organization of language disciplines to foreign students of the Ukrainian higher education institutions.
17
Nevmerzhytska, Olena, Olha Bilostotska, Iryna Gavrysh, Oleksandra Khltobina, and Yulia Lopatenko. "Preparing students for professional philological activities in the context of distance education." LAPLAGE EM REVISTA 7, no. 3B (September 19, 2021): 139–44. http://dx.doi.org/10.24115/s2446-6220202173b1522p.139-144.
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The main goal is to study the features of preparing students for professional philological activity in the context of distance education. The conditions of the present indicate the need of mankind for specialists with a wide volume and content-rich knowledge, skills, who are comprehensively competent in professional activity and social life, capable of self-education. An innovation in the organization of educational activities in higher education institutions was the introduction of distance learning. Distance education, in contrast to correspondence education, makes it possible to study from any distance from the educational institution. In the context of this issue, the importance of training students in dynamic changes that can increase their potential during self-educational activities is gaining importance, determines the relevance of the formation of professional competence in future masters. The result of the research is to determine the main aspects of preparing students for philological activity in the context of distance education.
18
Zolotareva, Natalia. "Linguistic Education and Economics: Way to Synergy." SHS Web of Conferences 99 (2021): 01029. http://dx.doi.org/10.1051/shsconf/20219901029.
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The article is devoted to the problem of integrating linguistic studies into education for potential economists. This article aims to mark some important problematical items necessary to realize the reformation of higher philological education and to formulate a number of key statements that could help in future.it deals with the problem of understanding interdisciplinary as a popular important direction in higher education in universities of Russia.
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Pochynkova, Mariia. "Practical aspects of using the methods of critical thinking in the philological training of future primary school teachers." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 130–37. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-130-137.
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The article presents in detail the practical aspects of using the methods of critical thinking in the philological training of future primary school teachers. The subjects of the philological cycle include the following educational components: oral and written communication and academic rhetoric, foreign language for professional purposes, children's literature with the basics of literary criticism, modern Ukrainian language with a workshop, teaching methods of language and literature education, speech culture with expressive reading workshop, national education in primary school in language and reading lessons. It was proposed to use different methods: methods of working with different types of texts, visual methods and techniques for organizing information, posing questions, methods of reflection, etc. The examples of tasks on the educational components of the philological cycle are given, which make it possible to effectively use the methods of critical thinking for its formation in the process of professional training. The most effective methods in the preparation of future primary school teachers are determined: conducting discussions, project activities, a self-assessment sheet, the use of semantic and graphic organizers, etc.
20
Kononenko, Inna. "Formation of professional competence of future specialists in philology during the end-to-end practice." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 82–95. http://dx.doi.org/10.31470/2415-3729-2020-11-82-95.
Повний текст джерелаАнотація:
In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question.
It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed.
The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized.
The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified.
Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative).
In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.
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Vesnina, Lyudmila Evgenievna, Elena Vyacheslavovna Dziuba, and Svetlana Aleksandrovna Eremina. "PEDAGOGICAL DIALOGUE: COGNITIVE STRATEGIES OF PHILOLOGICAL EDUCATION IN RUSSIA AND ABROAD." Pedagogical Education in Russia, no. 8 (2019): 157–62. http://dx.doi.org/10.26170/po19-08-20.
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22
Kozak, Alla, Liliia Lavrynovych, Svitlana Sukhareva, Viktor Iaruchyk, and Olga Iaruchyk. "Modern digital technologies in teaching philological disciplines." Revista Tempos e Espaços em Educação 13, no. 32 (November 11, 2020): 1–22. http://dx.doi.org/10.20952/revtee.v13i32.14727.
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The purpose of writing an academic paper is to analyze a variety of digital technologies, the use of which is appropriate in the process of teaching philological disciplines and the determination of the basic factors that have a decisive influence on the quality of the modern educational process. The research methods: comparison, system-structural research, statistical-analytical method, tabular, graphical, analytical modeling, as well as methods of abstraction, analysis and generalization. As a result of the generalization of modern educational trends in various European countries, it has been determined that today’s society is characterized by a high level of bilingualism and plurilingualism. The conducted study has proved that increasing level of digitalization of education is ensured through the application of effective regulatory measures by intergovernmental and national governments, as well as standardization, formalization, high quality educational services and integration of new digital technologies in teaching process.
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Kyshynska, Olga O., та Khrystyna V. Sereda. "ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ФІЛОЛОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ У СЕРЕДОВИЩІ ВЕБ-ОРІЄНТОВАНИХ СИСТЕМ НАВЧАННЯ". Information Technologies and Learning Tools 49, № 5 (31 жовтня 2015): 152. http://dx.doi.org/10.33407/itlt.v49i5.1287.
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Foreign experience of the usage of learning web-oriented systems proves their efficiency and quality in the process of teaching, their positive influence on teacher’s pedagogical activity. The key condition of research is professional training of future teachers of philological specialties in the environment of the web-oriented system of education in higher educational establishment. For the improvement of the use and introduction of the learning web-oriented system in pedagogical activity of future teachers of philological specialties it is offered the introduction of the training course on the computer-aided translation of professional foreign texts.
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Vlasova, Valeriia. "Multimedia technologies usage in the philology teacher’s professional activity." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 5–13. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-5-13.
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The article raises topical issue of the multimedia technologies usage in the philology teacher’s professional activity. It has been determined that under conditions of the Ukrainian society democratization essentially increases the importance of pupils’ spiritual and moral education, therefore the requirements to the quality of philological subjects teaching, which in this way have considerable pedagogical potential, considerably increase. One of the effective ways to solve this problem is to introduce modern multimedia technologies to educational process. It is specified that modern multimedia technology in the educational field is a software and hardware system that by combining various means of audio, TV, visual and virtual communications creates a compound informational and educational environment. It has been found that scientific literature offers different approaches to the multimedia technologies classification. Thus, according to the method of perception the context, visual, audio, audiovisual technologies are distinguished, according to the methodical purpose – demonstration, mentoring, training, controlling, reference, modeling, game, leisure. Each of the technologies mentioned has wide opportunities to increase the efficiency of philological subjects teaching. It has been established that while choosing a specific multimedia technology for a lesson by a philology teacher one should consider features of learning philological subjects by pupils, such as: object and subject of philological sciences is a personality; important result of the philological subjects context acquiring is accumulating the experience of expressing subjective emotional and valuable attitude to different aspects of human being; the process of philological subjects learning cannot be explained as a clear algorithm, because the holistic perception of an object is the reason to its understanding; the mentioned subjects learning by the pupils seriously influences their individual environment and motivates to self-improvement. It has been demonstrated that the scientifically proved multimedia technologies usage preserves the increase of the pupils’ development processes efficiency in reading, writing, listening and building language lexical and grammar skills.
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Матвієнко, Леся, та Любов Хоменко. "ЗАСТОСУВАННЯ КРАУДСОРСИНГУ ПІД ЧАС ВИКЛАДАННЯ ФІЛОЛОГІЧНИХ ДИСЦИПЛІН У СИСТЕМІ ВИЩОЇ ОСВІТИ". Педагогічні науки: теорія, історія, інноваційні технології, № 5-6(99-100) (31 серпня 2020): 117–26. http://dx.doi.org/10.24139/2312-5993/2020.05-06/117-126.
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The modern system of higher education requires the use of the latest information and communication technologies (ICT) for the thorough organization of the educational process and comprehensive coverage of effective methods and means of teaching in universities. By virtue of its specificity, the crowdsourcing model of searching, analyzing, collecting and interpreting information has always been more complementary to the business sphere, where it is required to reduce the cost of processing a large amount of data by many participants in the process. But in recent years, this methodology has begun to spread to the education sector, which has its positive and negative sides. Crowdsourcing is one of the least common and little-researched teaching methods for attracting ICT in the modern educational space. The article describes the main definitions of the concept of “crowdsourcing”, highlights the methods and means of its application in the system of modern higher education, analyzes the positive and negative aspects of the use of crowdsourcing in the educational space of universities, suggests ways of assimilation of crowd technologies with teaching philological disciplines. Selected areas of application of crowdsourcing have advantages over traditional models of research procedures in the teaching of philological disciplines in higher education institutions (lower cost, higher speed or productivity, etc.). Crowdsourcing opportunities for the organization of auxiliary research procedures during teaching philological disciplines should attract the attention of applied and academic researchers. This type of crowdsourcing application meets the need to work with a growing amount of data and can be effectively implemented using existing ICT.
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Ushakova, Natalia, Tetiana Aleksieienko, Iryna Kushnir, Iryna Zozulia, and Tetiana Uvarova. "Storytelling Technique in Teaching Ukrainian as a Foreign Language Remotely." Theory and Practice in Language Studies 12, no. 4 (April 2, 2022): 629–38. http://dx.doi.org/10.17507/tpls.1204.02.
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Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities in Ukrainian language and educational environment. There are three stages of the developed experimental model, implemented during online Ukrainian practical classes to foreign non-philological specialities students with different levels of language proficiency, from Beginner to Intermediate, in different Ukrainian higher education institutions. The methodological experiment, observational and diagnostic methods, quantitative and qualitative comparative methods as well as descriptive methods showed that the modified storytelling technique was effective for developing monological speaking skills. Besides, the previous authors’ hypothesis was also confirmed by the use of teaching aids, described in the article, such as: converged texts, created with due account for the specific requirements to structural and semantic content as well as presentation format, focused on features of modern students with clip thinking and on general educational processes; system of iterative questions; and digital teaching aids. The results of the research showed that the modified storytelling technique, firstly developed within the theory of teaching Ukrainian as a foreign language, should not be used not as the main method for teaching foreign non-philological students of higher education.
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Kozemirova, Anna. "PROFESSIONAL TRAINING OF TEACHERS OF HUMANITIES IN HIGHER EDUCATION INSTITUTIONS IN GERMANY." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (13) (2021): 25–28. http://dx.doi.org/10.17721/2415-3699.2021.13.06.
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The article is devoted to the topical problem of professional training of teachers of humanities in higher education institutions in Germany. The problems and features of basic competencies that are formed in teachers of humanities in training in higher education institutions are considered. Objectives of the study: to investigate the professional training of teachers of humanities; consider the structure of higher education institutions in Germany; to analyze the presentation of the main material on the professional training of teachers of higher education institutions in Germany. Based on the study of domestic and German scientific sources, it was found that the attention of researchers focused on the study of the development of higher education, the origin and formation of pedagogical education in Germany; theories and practices of teacher training in Germany; comparative pedagogy. The study found that the training of foreign language teachers in Germany is based on ancient traditions and is closely linked to the peculiarities of the development of school education in the country; dissemination and teaching of foreign languages; opening of modern languages in universities of philological specialties; typology of educational institutions. It was found that the system of training foreign language teachers in Germany has gone from the training of a classical philologist to a thorough philological and psychological-pedagogical training.
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Tanana, S. M. "USING OF INNOVATION COMPONENTS TECHNOLOGIES OF TEACHING/TRAINING OF FOREIGN LANGUAGES IN HIGHER EDUCATION." Opera in linguistica ukrainiana, no. 28 (September 28, 2021): 345–53. http://dx.doi.org/10.18524/2414-0627.2021.28.235564.
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The formation of readiness of future foreign languages teachers for the innovative activity is one of the maim tasks of the educational process of the higher educational teachers training institution. The article deals with the theoretical aspects of the problem of readiness for the innovative activity, it analyzes the concepts of the professional competence and innovative activity. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. The readiness to innovation teaching activities – particularly personal status of teacher, which implies the presence of a motivation-value attitude to the professional activity. Thus, the analysis of the scientific and methodological literature has shown that innovation interactive methods, in contrast to traditional teaching methods, are more effective. As a result, there is not only a transformation of goals, from teaching a foreign language to learning speaking a foreign language, but also rethinking the role of a teacher and students. Readiness for innovative teaching activities is noted – particularly the personal status of the teacher, which implies the presence of a motivating value approach to the professional activity, having effective ways and means of achieving educational goals, the ability to be creative and reflective. Many of the problems facing teachers working in an innovative way, linked to low innovation competence – teacher motivation systems, knowledge, skills, personal qualities that provide effective use of new educational technologies work with future specialist. The use of innovative teaching methods of the future teacher's linguist in teaching activities is analyzed; the content of the innovation process in education is defined; the object and tasks of educational innovation are grounded; conceptual design of efficient provision of educational technologies in the formulation of future professional competence of teachers. The effectiveness of the projecting of innovation teaching largely depends on adequate choice and the implementation of consecrate pedagogical technologies. Pedagogical technologies in the process of traditional education are called «organizational forms and methods of education. The function of a teacher can be described as a system of consequent operation, expressed in planning, observation and correction of students’ activities. The education development priority of «philological department at Hryhoriy Skovoroda University in Pereiaslav is the implementation of modern information technologies that provide access to the network of high quality databases, expanding the possibility for students to capture complex information. It is realized by building individual module teaching programs with varying levels of complexity depending on specific needs, using the interactive methods, delivering distance education, producing electronic textbooks.
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Nomatova, Nurjamol Normatovna. "DEVELOPING ORAL SPEECH COMPETENCE OF ENGLISH AS A FOREIGN LANGUAGE OF HIGHER EDUCATION STUDENTS OF NON-PHILOLOGICAL DEPARTMENTS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (November 1, 2021): 104–14. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-20.
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The following research work focuses on the process of developing oral speech competency of English as a foreign language of Higher Education students of non- linguistic departments. It is aimed to analyze the existing obstacles and barriers which are preventing the learners from foreign oral communication and find the appropriate solutions to these problems. There has been an attempt to create more suitable teaching strategies of teaching English as a Foreign Language for the students of non-linguistic profiles. We propose renewed and a complex set of teaching strategies involving special interactive activities and using innovative technologies to be implemented in EFL classes. We organized different surveys using questionaries, open discussions with the students; provided research-analyses, case-studies and observations with foreign language teachers in order to investigate the problems in this area and held experiment lessons, out-of-class trainings considering the learners` needs, their preferences in organizing the foreign lessons, their week-points and other crucial features described below in this article. The results and conclusions are presented at the end of the work. The research considers different types of methods and means of developing speaking skills of a foreign language of the students of non-linguistic educational institutions taking into account the advantages and disadvantages of these tools equally, thus, trying to determine the most effective and suitable ones among them. It considers some specific interaction patterns, communicative activities, and other educational methods and tools as major components of successful teaching both in educational and psychological aspects.
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Buzuyev, Oleg A., and Galina R. Romanova. "IMPORTANT ASPECTS OF TEACHING PHILOLOGICAL DISCIPLINES WITHING THE MASTERS PROGRAM “LITERARY EDUCATION”." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 17 (March 30, 2014): 42–46. http://dx.doi.org/10.17084/2014.i-2(17).8.
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Guseva, Natalia. "School philological education: traditions and innovations in the organization of home work." Pedagogy: history, prospects 3, no. 6 (December 29, 2020): 31–41. http://dx.doi.org/10.17748/2686-9969-2020-3-6-31-41.
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the article actualizes students’ homework as a form of independent learning, traditional and innovative methods of which are actively used in the practice of school philological education. The author provides a brief historical and pedagogical analysis of methodological and pedagogical opinions of classical and modern researchers about homework as a mandatory element of homework. The author in the historical and pedagogical context reveals some methodological regulations on homework, homework assignments. Based on an original scientific and methodological work, the author shows the features of homework assignments developed and tested in educational organizations of the Jewish Autonomous Oblast. National and regional content in this is the basis of the presented forms of domestic work, which contribute not only to the realization of educational functions of teaching process in general and literary education in particular, but also form the socio-cultural and ethno-cultural values of students in multiethnic Jewish Autonomous Oblast. The author emphasizes the need for a modern scientific rethinking of views on homework, including taking into account the features and capabilities of e-learning and IT technologies in the field of education. The author's didactic and pedagogical conclusions and methodological examples suggest the possibility and need for further research on the functions, meanings, technologies, didactic and pedagogical effects of homework and homework, including in the subject-methodical refraction.
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Bekasova, Elena N. "Traditions of «Honouring the Bookish» as Value Orientation in Modern Philological Education." Proceedings of Southern Federal University. Philology 2020, no. 3 (September 30, 2020): 185–96. http://dx.doi.org/10.18522/1995-0640-2020-3-185-196.
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A thousand-year tradition of «honouring the bookish» is one of the most important components of the educational system and social enlightenment, which is moved, among other things, by intellectual and spiritual reflection of the educators Cyril and Methodius. However, despite the fact that the national holiday of Slavic Alphabet and Culture has been present for twenty years, in modern conditions of weakening the historical memory and the significance of Christianity, there is a serious lack of information about the lives and activities of Konstantin the Philosopher, Methodius and their followers in the spiritual life of Slavdom and establishment of Russian mentality. That is why the great educational endeavor of the brothers of Thessaloniki, appropriately valued only in modern times, requires support from educational systems. Elaborating the details of historical and cultural preconditions to the appearance of the first Slavic ABC books, Bible translations and their existence in the Slavic world is extremely important to the future teachers of the Russian language and literature, and especially in the conditions of wide spread misinformation and decreasing amount of academic hours for studying the disciplines of historical and linguistic sciences, which, in one way or another, touch upon the problems of the origin of the ancient literary and scriptory language of the Slavic and its establishment under the influence of Russian literary language. Such position presupposes the need of providing a number of scientific and educational events in association with Memorial Day of Slavic Teachers and other dates, dedicated to language and book-learning. These events aid to redeeming the lost educational opportunities in bachelors’ philological training, as they help to build up beneficial cultural, educational and spiritual space, which is based on the traditions of «honouring the bookish», dating back to the Slavic enlighteners. A seventeen-year experience of holding such events helps not only to generalize existing study material, but also to introduce a system of extracurricular communication among educators, students and schoolchildren, contributing to integration of educational and disciplinary processes with scientific research work.
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Sviridenko, O. I., and O. I. Tirinova. "Electronic educational resources for primary philological education in the Republic of Belarus." Elementary School, no. 11 (2021): 60–62. http://dx.doi.org/10.51906/0027-7371_2021_11_60.
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Koshechko, Nataliia, and Nataliia Postoiuk. "ESTABLISHMENT AND DEVELOPMENT OF EDUCATION AT THE IMPERIAL KHARKIV UNIVERSITY." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy 2, no. 14 (2021): 18–21. http://dx.doi.org/10.17721/2415-3699.2021.14.04.
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The article analyzes current ideas on the formation and development of education at the Imperial Kharkiv University at the Faculty of Law. Special emphasis is placed on the history of creation and activity of this faculty. In the XIX-early XX centuries the Imperial Kharkiv University functioned as a part of four faculties: physics and mathematical, historical and philological, medical and legal. The activities of this faculty laid the foundations for the development of legal education in Ukraine.
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Eshquvatova, Roziya, and Nargiza Rustamova. "ADVANCED METHODS OF TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 10 (October 1, 2021): 92–97. http://dx.doi.org/10.37547/philological-crjps-02-10-18.
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In any society, the education of the young generation is based on a specific goal. This article provides the material necessary to improve the professional and pedagogical potential of professors and teachers working in higher education institutions and is aimed at students of foreign languages. Here are some basic facts about an effects pedal and how to use it. Examples and feedback of modern teaching recommendations, experiences in using person-centered learning technologies and interactive methods are provided.
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Kovalenko, Kateryna. "Formation of the culture of academic integrity of future primary school teachers in the philological cycle." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 80–88. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-80-88.
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The article analyzes the theoretical foundations of understanding the concept of «academic integrity», its content in relation to the formation of personal and professional characteristics of a competent specialist. It is shown that the main task of higher education institutions is to form a new type of personality with a high level of creative potential, able to respond mobile to social transformations in the future profession. The ways of forming the culture of academic integrity of primary school teachers in the philological cycle are considered. Examples of tasks used in philological classes in higher education institutions are presented. Academic integrity has gained special significance for the educational environment, and only joint efforts of the entire academic community may form the ultimate corporate culture of the university. It is necessary to deal comprehensively with tolerant attitude of students towards negative phenomena of violation of ethical principles in educational and scientific activities.
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Knyazeva, Natalya V. "HIGHER HISTORICAL EDUCATION IN CHUVASHIA (1967–1991): TO THE PROBLEM STATEMENT." Historical Search 2, no. 3 (September 28, 2021): 39–44. http://dx.doi.org/10.47026/2712-9454-2021-2-3-39-44.
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Modern development of the state in general and the educational system in particular is largely predetermined by the events of the past, which inevitably become part of history. In the context of historical education modernization, which took place in the country at the beginning of the 21st century, it is necessary to study more deeply the existing experience of creating specialized faculties and teaching history on their basis within higher educational institutions. Historical education in the territory of Chuvashia began to be implemented in the 1930. In the period from 1930 to 1967, the Chuvash State Pedagogical Institute was engaged in the formation of professional historical personnel. From 1967, a new stage in the development of higher historical education of the republic begins, associated with the opening of I.N. Ulianov Chuvash State University (I.N. Ulianov ChuvSU). The Faculty of History and Philology (FHP) began working in the structure of the classical university. It consisted of five departments: general history, the history of the USSR, the Chuvash language and literature, the Russian language, Russian and foreign literature, which were headed by leading scientists of the republic. From 1990, changes took place in the history of higher historical education in Chuvashia. This is due to the division of the FHP into three independent faculties, among which the historical one was singled out. During the same period, restructuring of I.N. Ulianov ChuvSU was underway, as a result of which in 1990, in addition to the departments of national history and general history, a new department of archeology, ethnography and regional history began to function at the faculty. During the period of activity of the Faculty of History and Philology, it was headed by well-known scientists, organizers of education: Candidate of Philological Sciences V.Ya. Kanukov, Doctor of Historical Sciences, Professor V.F. Kakhovsky, Doctor of Philological Sciences, Professor M.M. Mikhailov, Doctor of Philological Sciences, Professor I.A. Andreev. The Soviet period in the formation and development of higher historical education, associated with the opening of I.N. Ulianov Chuvash State University, laid the mainstays for training personnel in subsequent periods.
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Milyutinskaya, Nataliya Yurievna, and Olga Konstantinovna Baklovskaya. "COMPONENT CONTENT OF MULTICULTURAL COMPETENCE IN VOCATIONAL PHILOLOGICAL TRAINING." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 47–56. http://dx.doi.org/10.35634/2500-0748-2019-11-47-56.
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The present paper outlines modern issues in the field of multicultural educational environment. In particular, it reveals the need to form multicultural competence as the basis of vocational philological training. The relevance of the study is predetermined by increased requirements of effective multilingual learning technologies. The paper aims to justify the component content of multicultural competence in didactic multilingualism. Concepts and terminology analysis of modern issues in the field of multicultural education is used as the main research method. On the basis of complementarity and integrity the multilingual-to-multicultural competence ratio is cleared up in vocational philological training on a Bachelor’s degree level. Person and activity centered and purpose-oriented approaches enable the authors to view multicultural competence as the integral unity of the language activity in the curriculum “Foreign Philology. Multicultural training.” Multicultural competence includes linguistic and sociocultural, cognitive and strategic components. Gnostic, functional and value-ethical units provide an insight into the component content of multicultural competence. Special learning environment is requested to effectively provide students with multicultural competence in vocational philological training
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Kodirova, Shakherizode S. "USING AUTHENTIC MATERIALS IN ELT IN THE PROCESS OF CONTINUOUS EDUCATION." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (December 1, 2021): 71–74. http://dx.doi.org/10.37547/philological-crjps-02-12-15.
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The present article considers the peculiarities of using authentic materials in teaching English. Additionally, given the advantages and disadvantages of using authentic materials in FLT. Reasons to opt for real-world materials rather than classroom ones are analyzed deeply. Being able to use English outside the classroom, using real-world materials is important. It gives students the opportunity to know how English is in the real world. In this study, the positive effects of using authentic materials to enhance students' communicative competence are scientifically proved.
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Wierzbicka, Agnieszka. "Polish philology education in the digital age. Is it still present at Polish schools and universities?" Acta Universitatis Lodziensis. Folia Litteraria Polonica 56, no. 1 (March 31, 2020): 127–41. http://dx.doi.org/10.18778/1505-9057.56.08.
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This article is an analysis of the use of digital education in Polish philological education, both at schools and at public universities. The author presents how Polish lessons and classes are fulfilled using technology, which electronic resources are worth using in education, and identifies the needs of schoolteachers and lecturers. She also answers the question whether the Polish-language virtual landscape is a natural extension of the social-communication environment to which the young generation is accustomed, and whether education platforms are eagerly used in Polish education.
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Vasilyev, L. G., and A. N. Eremin. "ON FORMING PROFESSIONAL COMPETENCE IN PHILOLOGIGAL EDUCATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 29, no. 3 (September 25, 2019): 329–35. http://dx.doi.org/10.35634/2412-9550-2019-29-3-329-335.
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Problem statement. In realization of the person-oriented approach to higher education, one of its important aspects is often left unattended; namely, it is discrepancy between result-oriented formulation of competencies in federal educational standards and teacher’s activity aimed at processes of forming competence in students. Forming competence of a concrete discipline is reflexive that needs explication. The person-oriented approach in philological education presupposes forming a collective subject-oriented encyclopedic base - first in a teacher, then - in a student. The base can be formed by using traditional methods of research. The professional component of the person orientation can consist in the teacher’s choice of the amount and distribution of teaching material depending on a total amount of academic hours and on a concrete part of the competence formed. The pedagogical component is connected with the analysis of content of contact hours which determine optimal regard of personological parameters of the students as well as their reproduction-production skills. Purpose. The article is aimed at formulating an approach to forming professional competence of a future pedagogue of philology; the approach is based on the symbiosis of the principles of self-realization and of the classical approach to language teaching. Results. Principally important is a relation-activity idea providing for priority of the contentive factor in forming students’ professional competences. Detailed account is given to opportunities of reflexivisation of the Russian-language lexical representation of the logical notions ‘cause’, ‘result’, ‘purpose’, ‘concession’. Lexemic components of the manifestation of the concepts mentioned are described, which enhances the level of both teacher’s and student’s professional competence.
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Cheremska, Olga, Viktoriia Sukhenko, and Iryna Khodarieva. "INNOVATIVE TEACHING AND METHODOLOGICAL SUPPORT FOR TEACHING PROFESSIONAL LANGUAGE AT ECONOMIC INSTITUTIONS OF HIGHER EDUCATION." Scientific Journal of Polonia University 34, no. 3 (April 3, 2019): 29–35. http://dx.doi.org/10.23856/3403.
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The article contains characteristics of the content and structure of teaching guidelines “The Ukrainian language (for professional purposes)”, “The Ukrainian language of science, analytical sphere and management” and textbook on the Ukrainian language (for professional purposes) for HEI students that study economic disciplines. The questions connected with innovative approaches to forming students’ competencies in the process of learning philological disciplines in an economic institution.
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Akhmedova, Malokhat Ergashevna. "FOREIGN EXPERIENCE IN THE TRANSITION TO A CREDIT-MODULE SYSTEM. PRINCIPLES OF DEVELOPMENT OF LINGUISTIC-SPEECH COMPETENCE OF STUDENTS IN INDEPENDENT EDUCATION." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 01 (January 1, 2022): 46–57. http://dx.doi.org/10.37547/philological-crjps-03-01-09.
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In the article we analyze the current state and prospects of transition to a credit-modular system for the development of oral competence of students of higher philological education, the principles of a credit-modular system of universities based on advanced foreign experience, recognition of learning outcomes. Academic mobility, accumulation of grades, interest of teachers and students in science, as well as the introduction of a well-defined assessment system are substantiated.
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Sobchenko, T. M., and S. O. Martsyn. "IMPLEMENTATION OF THE DIDACTIC SYSTEM OF MIXED EDUCATION OF STUDENTS OF PHILOLOGICAL SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS." Innovate Pedagogy, no. 36 (2021): 246–50. http://dx.doi.org/10.32843/2663-6085/2021/36.51.
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Uchmas o’g’li, Azizov Solijon. "Consolidating The System Of Fostering Students’ Linguistic Skills At Philological Higher Education Institutions Of Specilized In Teaching English Based On The Approach Of Blended Learning." American Journal of Social Science and Education Innovations 2, no. 09 (September 30, 2020): 579–85. http://dx.doi.org/10.37547/tajssei/volume02issue09-87.
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The quality and content are constantly increasing their relevance in the conditions of modern education. If quality can be understood as means and educational materials which are used in the process, the content is a sign of the diversity of these materials and a factor which takes into account the age, abilities and chances of learners. Taking into account these two important factors, the theoretical and practical bases of combining modern information technologies in improving the quality and content of the system of blended learning at philological higher education institutions of specialized in teaching English are described in detail. In addition, the paths and stages of creating a specific system that runs continuously, combining the effective and reasonable functions of social networking services (SNS) and messengers in consolidating the quality and content indicators of blended learning, are gradually illustrated. Besides that, by combining online educational materials with traditional place-based classroom methods at philological higher education institutions which are specialized in teaching English based on the approach of blended learning, the system of fostering students’ linguistic skills, such as reading, writing, listening, and speaking can be optimized and modernized according to the results of this research in the article.
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GABRIELYAN, SEDA. "SPECIFICITY OF TRANSLATOR TRAINING IN THE SYSTEM OF TRANSLATION STUDIES." Main Issues Of Pedagogy And Psychology 15, no. 3 (December 19, 2017): 41–45. http://dx.doi.org/10.24234/miopap.v15i3.185.
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The main objective of the article is to introduce the central role of translator training in the discipline of Translation Studies. The research is an attempt to generalize the main differences of translator training in the system of philological or linguistic education, to highlight features and skills peculiar to professional translators.
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Denisenko, Anastasia V., Marina A. Bereznyatskaya, and Julia M. Kalinina. "“Flipped class” technology in teaching foreign non-philological students." Russian Language Studies 20, no. 1 (March 30, 2022): 115–26. http://dx.doi.org/10.22363/2618-8163-2022-20-1-115-126.
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The article describes an adapted version of the innovative technology flipped classroom, which can be used in the practice of teaching Russian as a foreign language, especially in the context of distance learning. The relevance of the study lies in the need to create a methodology that meets the interests of the modern generation of students and is effective in the context of remote educational process. The purpose of the research is to describe the methodology for using the flipped class technology in a foreign language audience with the use of authentic Russian films - screen adaptations of literary works. To achieve this goal, analysis, systematization, generalization, description and other methods were used. The research materials were the feature film It Cant Be! (directed by L. Gaidai, 1975), stories by M.M. Zoshchenko Galosh, Funny Adventure, Wedding Accident, the play Crime and Punishment, files with theoretical and regional information, a file with tasks, a questionnaire. The methodology has been successfully tested with foreign students of non-philological specialties. A hypothesis was put forward, the innovative technology flipped classroom was adapted to teaching Russian as foreign language in the context of distance learning, authentic films-adaptations of Russian artistic texts were selected, and a system of exercises was developed. An experiment was carried out, and then the hypothesis was corrected, taking into account the questionnaire survey and control testing of students. The main results of the study are that the use of the suggested methodology increases the efficiency of the educational process, motivation of foreign students to study the Russian language, literature, traditions of Russian native speakers, literacy of students and their linguistic and cultural competence. It also forms the ability of foreign students to self-study and self-organization, as well as to successfully conduct the educational process in a distance learning environment. The authors of the article consider it promising to use the flipped classroom technology in teaching Russian as a foreign language based on the material of linguocultural and regional studies, with the help of which students will be able to master educational information in accordance with different levels of language proficiency.
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Jerabkova, Petra. "STANDARDIZATION VERSUS PLURALITY IN FOREIGN LANGUAGE TUITION." Slavonic Pedagogical Studies Journal 10, no. 1 (February 2021): 55–68. http://dx.doi.org/10.18355/pg.2021.10.1.5.
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In its theoretical part, the thesis deals with the standardization of education, in particular language education at colleges of non-philological nature, reflecting, critically evaluating this trend and analysing its weaknesses. Practical part ten introduces the results of research in the practice of foreign language competence testing at work interviews as experienced by University of Economics in Prague graduates. One of the goals of language education standardization at colleges is to provide a lead to employers. The results of the research contest this goal being achieved.
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Vyshegorodskaya, Elena, Nadezhda Malina, Tatiana Rogacheva, and Irina Kondratieva. "Modern trends in teaching the Russian language to future engineers for foreign countries." E3S Web of Conferences 210 (2020): 18014. http://dx.doi.org/10.1051/e3sconf/202021018014.
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Innovative approaches to teaching the disciplines of the philological cycle in universities involve the introduction of new methods into the process that meet the needs of today. Wide use of interactive forms, methods and technologies of teaching, providing for joint creative activities of the teacher and students. The development of skills for independent work in order to obtain the necessary information, its independent application becomes important in training. First of all, this applies to teaching Russian as a foreign language to foreign students of a non-philological profile. The conditions for teaching philological disciplines at the technical faculties of universities are the focus on the development of independence in learning, mutual enrichment of professional training and knowledge of the language in which a specialty is acquired and an increase in the role of Russian in the process of training specialists for foreign countries. An important element of the educational process in teaching bachelors is the writing and presentation of the final qualifying work. One of the tasks of the changing education system in Russia can be considered the strengthening of the practical preparedness of the future specialist for professional activity, and, accordingly, the use of innovative technologies, including new methodological approaches.
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Fedotova, Nina Leonidovna, and Jiexia Shi. "Content and language integrated learning (CLIL) in foreign language teaching methodology." Journal of Pedagogical Innovations, no. 1 (March 31, 2022): 38–48. http://dx.doi.org/10.15293/1812-9463.2201.05.
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The article presents CLIL as a problem-solving method for non-philological students in the process of forming professional competence. Different definitions of the concept of CLIL are considered, the features of content and language integrated learning in foreign language teaching methodology are analyzed based on the opinions of a number of scientists and comparison between CLIL and the similar term CBI. The main components of CLIL – 4C are highlighted: content, communication, cognition and culture, as well as the three types of language associated with it, including language of learning, language for learning and language through learning. In addition, the advantages of CLIL in terms of the materials used in lessons, the instrumental nature of the foreign language, and the development of students’ linguistic personality and abilities are described. The main idea of the article is that CLIL can be used as an effective tool for teaching foreign language to non-philological students due to its features and advantages over traditional education. The purpose of this article is to clarify the concept of CLIL in foreign language teaching methodology and to deepen its understanding in order to properly use it in special subject lessons to enhance the quality of teaching foreign non-philological students. CLIL is considered promising in foreign language teaching.