Статті в журналах: "Teachers of non-Linguistic disciplines"

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Strizhnova, Mariana. "TEACHER EXCELLENCE IN THE LECTURES ON LINGUISTIC DISCIPLINES." АRS LINGUODIDACTICAE, no. 3 (2019): 50–57. http://dx.doi.org/10.17721/2663-0303.2019.3.07.

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Background: On the modern stage of development of excellence in lecturing, many innovative technologies and methods to perfect presentation skills of teachers are used. However, these methods are not always effective at teaching of the Humanities. This article considers ways to enhance teaching excellence in lecturing on Linguistics to Philology majors. Purpose: to systematize and describe alternative types of lectures for teaching linguistic disciplines. Discussion: The consideration of non-traditional types of lectures has enabled systematization of those which are effective for teaching linguistic disciplines. They include: problem-based lecture, lecture-conversation, binary lecture (two lecturers), lecture-visualisation, lecture with feedback and brainstorming. It is worthwhile to implement combined non-traditional lectures and interdisciplinary approach which will provide the blended learning with an emphasis on Science, the Humanities and general professional training. Results: The author offers tips on how to enhance the quality of lecture materials, manner of presentation and interaction with the audience. Additionally, some typical lecturer’s mistakes were also considered in the paper. teaching in the tertiary school; methods of teaching; non-traditional lectures; linguistic disciplines.

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Igna, Olga N., Inessa I. Soshenko, and Alexander O. Okorokov. "Patient-oriented linguo-professional training of medical students." Perspectives of Science and Education 63, no. 3 (June 1, 2023): 87–101. http://dx.doi.org/10.32744/pse.2023.3.5.

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Introduction. Patient-oriented communicative interaction in medicine is studied in various sciences, however, teaching appropriate communication in a medical university is impossible without taking into account its verbal specifics due to the high linguistic activity of the medical profession. Patient-oriented communication skills should be systematically formed in linguo-professional training, which disciplines and topics require clarification. The purpose of the study: to determine a set of disciplines and topics for patient-oriented linguo-professional training of medical students and to identify their demand among students and teachers of higher medical education (HME). Research methods: study of scientific and educational literature, reflecting the communicative aspects of the professional activities of physicians; questionnaire survey (174 teachers and 766 students of the Siberian State Medical University (Russia, Tomsk), ranking the subjects of patient-oriented linguoprofessional training according to their demand among students and teachers of the HME, summarizing the results of the study Research results. It is substantiated that the patient-oriented linguo-professional training of physicians should: 1) act as a significant component of their university training; 2) promote the development of professional and communicative (linguo-professional) competence for the implementation of effective verbal communication in professional activities in the dyad “doctor – patient”; 3) be based on the principles of the anthropological approach, the ideology of patient-orientation in medicine. The 16 most relevant topics for this training were identified, among which the topics related to speech etiquette in the communication of a doctor, his communication tasks, rules and techniques of conflict-free communication are especially in demand among students and teachers of the HME. Priority methods and technologies for teaching communication with patients have been identified: conversations, situational tasks, active listening, dialogue communication, giving examples, simulation technologies. Conclusion. The achievements of linguistic research in medical communication and the principles of a patient-oriented approach should be taken into account in the linguo-professional training of physicians. Its implementation is possible through the complementarity of the content of linguistic and non-linguistic disciplines or a single discipline for teaching patient-oriented communication.

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Gema Alcaraz-Mármol and María Victoria Guadamillas Gómez. "Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation." Issues and Ideas in Education 7, no. 2 (September 4, 2019): 53–63. http://dx.doi.org/10.15415/iie.2019.72006.

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This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.

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Tsyhanok, O. "Ukrainian Study Component Of Linguistic Disciplines." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 276–81. http://dx.doi.org/10.35433/pedagogy.2(88).2017.276-281.

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The article analyzes the level of filling in Ukrainian study content of linguistic disciplines that are learned by students of Pavlo Tychyna Uman State Pedagogical University. The key aspects of training of students- philologists to the Ukrainian study work in the school are determined and the main directions of improving specialists’ language education are analysed. It is proved that the Ukrainian literary language is one of the key factors of gene pool of the nation, the defining constant in the development of Ukrainian studies in which is stored a world of poetic ideas, morality, ethics and the soul of the people. The author emphasizes that in the classroom the students not only receive linguistic education; their views, character, morals, interests are formed here, as the modern school needs not just teacher, but creative and artistic thinking teachers who would freely navigate the challenges of educational space.

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Popovych, Anzhelika. "Continuity of Subject Training for the Future Teacher of Ukrainian Language." IVAN OHIIENKO AND CONTEMPORARY SCIENCE AND EDUCATION 20 (December 25, 2023): 270–80. http://dx.doi.org/10.32626/2309-7086.2023-20.270-280.

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

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Vasilyev, A. D. "REVIEW OF POPULAR SCIENCE PUBLICATIONS FOR TEACHING LINGUISTIC DISCIPLINES." Siberian Philological Forum 16, no. 4 (November 30, 2021): 31–44. http://dx.doi.org/10.25146/2587-7844-2021-16-4-90.

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Statement of the problem. The most important place in the school curriculum should belong to the teaching of the Russian language. This is explained by its constitutionally fixed status, cultural and historical role, and the function of a means of interethnic communication, and the fact that Russian is a native language for the majority of the population of the Russian Federation. Account of objective realities focuses on the training of qualified subject teachers (and not the graduates who are almost helpless in linguo-didactic terms, excessively loaded with information of the psychological and pedagogical cycle). There is no doubt that when teaching future Russian linguists at the university, officially approved textbooks and textbooks are used first of all, sometimes supplemented also by the results of teachers’ own research. However, with the growth of the pedagogical baggage, it becomes clear that it is not enough to limit oneself to a circle of well-tested specialized literature, since changes are constantly taking place in the life of society and in the living speech and new phenomena are emerging. Having been unchecked earlier, they are often overlooked by some teachers, but may be well known to students. Such an imbalance is unacceptable. The purpose of the article is to analyze the texts of popular science sources regarding the possibilities of using publications of this genre in the practice of teaching linguistic disciplines. Research results. Popular scientific publications, especially those written by truly outstanding researchers, can become a significant help in teaching practice. This article discusses a number of popular science books devoted to the Russian language. When assessing their advantages or disadvantages (that is, the degree of usefulness of their application in the educational process), the author refers to his own scientific and pedagogical experience.

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Koknova, Tetiana. "Ways to Improve the Content in the Context of Linguistic and Methodological Competence Development in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 24–34. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-24-34.

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The problem of the content of linguistic-and-methodological training is vital in the context of a competence-based approach. The purpose of the given study is to test the ways of effective linguistic-and-methodological competence development in the course of professional training of prospective foreign language teachers at content level. The methods of research involve theoretical methods of pedagogical research (analysis and synthesis, comparison, generalization, induction and deduction, abstraction and concretization) as well as practical methods, such as diagnostics: interviews (oral interviews, conversations), questionnaires and testing. The article presents the definition of linguistic and methodological competence, traces its connection with the competence-based approach in education. Three structural components of linguistic and methodological competence (linguistic-subject, didactic-methodical and scientific-research) are distinguished, and the competencies that are a part of each of them are given. A detailed analysis of the content of academic disciplines is presented, and the disciplines that promote the development of linguistic and methodological competence of prospective foreign language teachers, both from the cycle of humanities and general training, are singled out. The main ways of improvement and enrichment of the content of disciplines from the cycle of humanities Master’s program focused on the development of linguistic and methodological competence (due to the topics of specific disciplines or additionally introduced special courses) are outlined.

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Ivanova, I. N., S. V. Filimonov, and I. S. Yaryomenko. "TEACHING FEATURES OF THE ARCHITECTURAL DESIGN IN FOREIGN LANGUAGES." Regional problems of architecture and urban planning, no. 14 (December 29, 2020): 173–81. http://dx.doi.org/10.31650/2707-403x-2020-14-173-181.

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The article refers to the formation of students with a specialty "Architecture and Urban Planning" of the educational level "Bachelor, Master" of the ability to function as subjects of the international educational space, carrying out active intercultural communication as part of their professional and scientific activities. The Bologna Declaration formulated the main goals leading to the comparability and harmonization of national educational systems of higher education in Europe. Currently, due to the active process of Ukraine's integration into the common European educational space of particular significance foreign language training of highly qualified personnel in the system of undergraduate and graduate programs. Relevant for the introduction of training programs in a foreign language in specialized disciplines in non-linguistic universities into the educational process is the process of preparation and planning by teachers of classes in the relevant disciplines. It is necessary to identify priorities, taking into account the study of these disciplines in the framework of the basic methodology, defined by many years of experience. The article focuses on the features of teaching the main core discipline of a specialty of architectural design in a foreign language. In this case, a foreign language acts as a means of increasing professional competence and personal and professional development of both teachers and students. In order to achieve a high quality education comparable to European, it is necessary to actively introduce new teaching technologies. Innovative technologies of teaching foreign languages in a non-linguistic university include a combination of traditional and intensive teaching methods, the development of a holistic system of teaching students how to speak language on professional topics, taking into account professional training, and the development of common assessment criteria. Without the synchronization and interconnection of the work of foreign language departments and disciplines in the profile of the training, it is impossible to master professional foreign language vocabulary, develop skills in all types of speech activity, and reading and translating texts in the specialty. Foreign language training in a specialized discipline contributes to the achievement of a number of goals: obtaining skills and competencies necessary for employment, the opportunity to participate in integration activities, developing a lifelong learning culture, countering social exclusion, and promoting an active citizenship.

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Medynska, Natalia, and Svitlana Grytsenko. "PROFESSIONALIZATION OF THE TEACHING OF LINGUISTIC DISCIPLINES IN THE TRAINING SYSTEM OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE (HIGHER EDUCATION LEVEL (MASTER'S)." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 35 (2024): 45–49. http://dx.doi.org/10.17721/1728-2659.2024.35.07.

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Background. Today, the Ukrainian language plays a special role in the formation of future teachers, both as individuals and as professionals. Therefore, it is still relevant to substantiate the functioning in the linguistic didactic discourse and to reveal the features of the content and structure of the concept of "professionalization of the teaching of linguistic cycle disciplines", to outline the conditions for the introduction of this concept into the educational space of institutions at the second level of higher education in Ukraine. The purpose of scientific research is to conduct a study of the essence and content of the concept of "professionalization" and to justify the functioning of the term "professionalization of teaching linguistic cycle disciplines" as a necessary factor in the formation of professional competence of graduate students in the process of implementing a professionally oriented approach to education. Methods. The authors used the analysis of scientific sources on the researched problem, synthesis, modeling of educational and educational situations, and generalization. Results. The article provides a definitive analysis of the concept "professionalization of the future teacher's personality", which led to the justification of the term "professionalization of teaching the linguistic cycle disciplines" as a necessary factor in the formation of the graduate students' professional competence in the process of implementing a professionally oriented approach to education. The essence of the defined concept is determined, its content and structural features are characterized, and the relationship with related concepts and terms is characterized. The psychological-pedagogical conditions under which the professionalization of the teaching of linguistic cycle disciplines will be successful are highlighted, among them the main ones are the interconnected implementation of approaches to learning; development of sustainable motivation to study linguistic disciplines; creation of a professionally oriented educational environment at the faculty and in the group; integration of project, research, communication activities in the learning process. Conclusions. The professionalization of the future teacher's personality is one of the directions of the reform of higher education in Ukraine, and the professionalization of the teaching of certain subjects, in particular the linguistic cycle, is an integral part of this process, the result of which should be the formation of the professional competence of masters in pedagogical specialties.

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Gromov, Yevhen. "Actuality of experience study of non-philological disciplines future teachers’ foreign-languages training in higher schools of Poland and Czech Republic." Osvitolohiya, no. 6 (2017): 163–69. http://dx.doi.org/10.28925/2226-3012.2017.6.163169.

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The author asserts that realization of principal theses of pan-European recommendations for linguistic education stipulates necessity to revise settled views on the process of future teachers’ foreign-languages preparation taking into account modern society demands and requirements on level and extent of knowledge which every higher pedagogical institution graduate must possess. Thus we face the pressing demand of making adjustment of future pedagogues’ linguistic training in correspondence to actual challenges which presume conversion from traditional to innovative methods of individuals’ professional formation, from priorities of narrowly specialized tasks to holistic development of future teachers, pedagogical interaction, joint creativity and cooperation which provide Ukraine’s integration into European educational space. It has been supposed in the article that investigation of modern tendencies in foreign-languages training of non-philological disciplines future teachers in higher schools of Poland and Czech Republic is an actual pedagogical problem. Main directions of possible scientific research have been outlined; unsolved aspects, principle objectives, methodological groundings, research approaches, as well as practical and theoretical importance for native pedagogical science have been determined. It has been shown that scientific investigations which are aimed at ascertainment of basic peculiarities of non-philological teachers’ professional formation in conditions of united European educational space formation will designate further perspectives for implementation of Eastern-European countries positive experience into Ukrainian pedagogical practice.

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Parsons, Seth A., Margaret Vaughn, Roya Qualls Scales, Melissa A. Gallagher, Allison Ward Parsons, Stephanie G. Davis, Melissa Pierczynski, and Melony Allen. "Teachers’ Instructional Adaptations: A Research Synthesis." Review of Educational Research 88, no. 2 (November 16, 2017): 205–42. http://dx.doi.org/10.3102/0034654317743198.

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Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse terminology surrounding the same phenomenon impedes effective communication and comprehensive understanding of this important aspect of classroom instruction. Moreover, researchers have studied this phenomenon using a variety of methods, in various disciplines, with different results. Therefore, our research team completed a comprehensive literature review of the empirical research studying adaptability across academic disciplines. In this article, we describe how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.

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Yun, Lyudmila Gienovna. "System of exercises for teaching general knowledge of Russian language and specialty language to Chinese engineering students." Samara Journal of Science 8, no. 1 (February 28, 2019): 322–30. http://dx.doi.org/10.17816/snv201981319.

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The paper deals with the problem of optimizing the language training process for Chinese engineering students in the framework of joint Sino-Russian programs. The existing curricula on the Russian language as a foreign language (RFL) used to train future engineers have several disadvantages, and therefore do not provide a high level of subject and language competences. This is primarily due to weak contacts between teachers of special disciplines and teachers of the Russian language, the lack of coordination of teaching methods used by Russian and Chinese teachers of Russian. Features of training in a non-linguistic and linguistic environment predetermine the expediency of interconnected teaching of all types of speech activity in Russian. In this case, the system of exercises should be based on taking into account the ethno-psychological characteristics of Chinese students and the learning strategies they use when learning a foreign language. Particular attention should be paid to teaching the language of the specialty on the material of authentic video lectures of subject teachers in Russian. The author concludes that it is necessary to develop nationally oriented teaching aids for Chinese students-non-philologists who study in joint training programs for engineers in 2 + 2 and 3 + 1 schemes.

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Isaeva, Tatiana. "E-Learning in the Linguistic Disciplines Teaching: the Experience of Remote and Full-Time Learning." SHS Web of Conferences 110 (2021): 03004. http://dx.doi.org/10.1051/shsconf/202111003004.

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The period of forced remote learning has deepened university teachers’ and students’ experience in e-learning and developed a number of abilities, including ITC-competence and possession of various e-learning methods. This valuable experience should be used after resuming of full-time or face-to-face (F2F) learning in the universities. The purpose of the article is to determine the most promising areas of using e-learning in the linguistic disciplines teaching based on the analysis of the advanced teaching experience during the pandemic and after the resumption of traditional full-time education. Using the methods of theoretical analysis of the scientific works published within the period February 2020 – February 2021 and empirical study among Russian university teachers and students, the most efficient and promising areas of e-learning in the linguistic disciplines teaching were singled out. These areas include the use of the efficient e-learning methods and creation of lasting online learning communities. At the same time the empirical survey showed one more important area of research, namely, the characteristics of the teacher’s speech in distance education. In the result, the author suggests some ideas to preserve the valuable obtained teaching experience and to use it in both forms of learning: distance and F2F.

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Мартинюк, Олена, and Галина Лисак. "A ‘FLIPPED’ LEARNING MODEL IN TEACHING LINGUISTIC DISCIPLINES TO FUTURE ENGLISH LANGUAGE TEACHERS." Psychological and Pedagogical Problems of Modern School, no. 1(3) (February 25, 2020): 86–93. http://dx.doi.org/10.31499/2706-6258.1(3).2020.204298.

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Moldovanu, Gheorghe. "Language training and the Construction of Disciplinary Sciences within Francophone Branche." Intertext, no. 1/2 (57/58) (October 2021): 171–80. http://dx.doi.org/10.54481/intertext.2021.1.20.

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As we know, there are currently two opposing trends in the choice of educational standards: on the one hand, the search for individualization and, on the other hand, the standardization of the educational service in the sense of standardization of the most common model. The purpose of this paper is to present some linguistic and pedagogical reflections on the cross-cutting approaches that can be adopted, on the one hand, for the development and consolidation of students' language skills in using the French language and, on the other hand, for the teaching of non-linguistic disciplines in French within international programs in the context of globalization. These reflections emerge from our knowledge of the field, both theoretical and practical, in the implementation of teaching focused on general French, French for specific purposes and, lately, French for academic purposes within the Filière Francophone of the Academy of Economic Studies of Moldova. The work sheds light on the new role of the language teacher who has to overcome in his approach a certain number of linguistic and sociolinguistic difficulties faced by learners, and help them succeed in the transition to the standard of teaching à la française, thus ensuring that they take ownership of this new standard. This implies regular links between the teachers of French language and the teachers of specialized subjects in order to set up a common system to help students understand the university courses by creating pairs of language teachers and specialized teachers.

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Aalto, Eija, and Mirja Tarnanen. "Negotiating language across disciplines in pre-service teacher collaboration." European Journal of Applied Linguistics 5, no. 2 (September 5, 2017): 245–71. http://dx.doi.org/10.1515/eujal-2017-0011.

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AbstractIn multilingual learning settings, in order to provide optimal learning conditions for all learners and support both disciplinary and language knowledge development, subject teachers need knowledge on and understanding of how language is used to construct meanings in their discipline and how to scaffold learning from the premise of learners’ current skills. In this article, we report a descriptive case study of two teaching interventions carried out in pre-service subject teacher practice. Student teachers of science and ethics collaborated with student teachers of Finnish language and literature to plan and implement thematic units that focused on particular disciplinary phenomena and the language and project skills needed in exploring those phenomena in a multilingual and multicultural teaching setting. Audio-recorded planning sessions and interviews of teacher students were analysed using thematic analysis and discourse analysis to identify emerging discourses reflecting their pedagogical language knowledge. The student teachers seemed to approach language mainly as bounded sets of linguistic resources, and various means for meaning-making were used to a large extent separately without strategic consideration. Spoken language in particular was unconscious, unanalysed, and considered a self-explanatory means for meaning-making.

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Martovytska, Nataliia, and Liubov Lokhvytska. "THE NECESSITY OF BILINGUAL APPROACH IMPLEMENTATION AT HIGHER EDUCATIONAL ESTABLISHMENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 52. http://dx.doi.org/10.17770/sie2020vol2.4812.

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The article highlights the results of the bilingual approach implementation to the process of preparing students for their professional competencies in the context of higher education system reformation. The topicality of the study is caused by the fact that the entry of Ukrainian society into the European space imposes appropriate requirements for the new generation specialists’ training. The purpose of the study was to substantiate theoretically and verify experimentally the implementation of a bilingual approach to learning a foreign language in the process of teaching some professional disciplines in order to improve the professional training of students of non-linguistic specialties. To achieve this goal, we used the following methods: to collect empirical survey data (student questionnaires and interviews with teachers), a statement experiment to find out the real state of the problem under investigation, a search experiment to implement the bilingual approach in the study of foreign language and its control.The experiment was participated by students of the 1st and 2nd years of study of non-linguistic specialties students at higher educational institutions during four terms, the study was carried out in three stages. At the first stage the level of preparation of the first-year students of non-linguistic specialties was studied. The results demonstrated that more than half of the respondents had difficulties in mastering the material. At the second stage of the study, a search experiment was conducted using a bilingual approach. In the course of the effectiveness approach checking, it was recorded that students demonstrated a sufficient level of foreign language proficiency due to the systematic use of the bilingual approach while studying basic disciplines.

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Gabdreeva, N. V., G. M. Tuktarova, and T. P. Troshkina. "International students’ language and cultural integration: Expert comments by a teacher of Russian as a foreign language." Philology and Culture, no. 1 (April 7, 2024): 137–42. http://dx.doi.org/10.26907/2782-4756-2024-75-1-137-142.

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The article provides the results of the study of the educational programs potential within academic courses of Russian as a foreign language in the fields of “Philology” and “Linguistics” when solving the issues of language and cultural integration of international students into realities of modern Russian society. The study has revealed the merits of tools and resources for teaching Russian to international students: a number of profile academic disciplines. The study confirms that the solution of the issues of linguistic and cultural adaptation of international students is achieved in the course of doing the academic disciplines “Lexicology”, “Linguocultural Studies”, “Linguocountry Studies”, “Translation Theory”, in the study of linguistic sections “Non-Equivalent Vocabulary”, “Semantics”, “Cognitive Linguistics” and in mastering the competences of analyzing the fictional text (its stylistics and phraseology). We outline the role of the relationship between Cognitive Linguistics and Linguocultural Studies in bringing international students closer to the issues of linguistic consciousness, which predetermines the full command of the language. The study allows us to conclude that the degree of mastering professional competences for a linguist and philologist can be considered as their level of linguistic and cultural competences.

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Maiier, Nataliia V., and Lesia V. Bondar. "CURRENT STATUS AND RESULTS OF PROFESSIONAL AND METHODOLOGICAL TRAINING OF PRE-SERVICE FRENCH TEACHERS AT UNIVERSITY LEVEL." Alfred Nobel University Journal of Philology 2, no. 26/1 (December 20, 2023): 248–60. http://dx.doi.org/10.32342/2523-4463-2023-2-26/1-18.

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The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.

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Drobotenko, Yulia B., and Natalia A. Nazarova. "Assessing universal competencies of students of non-linguistic specialties." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (October 21, 2021): 85–102. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.6.

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The rapidly developing labor reality requires a modern specialist to be ready for rapid adaptation in the professional space, mobility within the labor market and constant self-improvement. The training of such specialists at the university aims at the formation of both highly professional and flexible (universal) competencies that provide the ability to think systematically, critically assess problem situations and search for a variety of resources for solving professional problems. Universal competencies are represented by eight groups which suppose that University training in its basic part should be identical at all university levels of education and for all areas and specialties. And it is grounded on the principles of universalism. The purpose of the paper is to present the concept of universal competencies in a meaningful and structural way and to determine the possibilities of the case-testing method in their evaluation. The research methodology is based on the principles of flexibility and variability applied to research process organization, practice-oriented principles of the results of research procedures. It is focused on a holistic, reflexive-analytical and methodological-instructive presentation of the results of diagnostics that reflect the development of universal competencies. The following research methods are used: theoretical analysis and content analysis of normative documents that describe the structure of universal competence and determine the contribution of the discipline Foreign Language to the development of this type of competence among students of non-linguistic specialties; generalization of Russian and foreign experience in assessing competencies to identify the best practices for diagnosing their development; analysis of current and interim control test-tasks designed to evaluate universal competencies that can be found in the OmSPU evaluation funds; interviewing teachers of the Department of Foreign Languages (interfaculty chair) of OmSPU that aims at showing the advantages and disadvantages of case-testing in assessing the universal competencies of students of non-linguistic specialties. As a result of the research, a model evaluation case is going to be designed and the recommendations for University teachers how to use it in their work will be given. The scientific novelty of the research includes the ideas developing a universal approach to the University training as well as the ideas enriching a competence-based approach how to organize and evaluate universal competencies. The practical significance is seen in the possibility of using the materials of the paper to improve the funds of evaluation tools for the discipline Foreign Language; developing an educational module for advanced training courses.

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Christensen, Vibeke, and Peter Hobel. "Learning the Disciplines Through Linguistic Feedback: Contribution to the Development of a Discipline-Specific, Formative Evaluation of Students’ Assignments." International Linguistics Research 4, no. 4 (January 12, 2022): p38. http://dx.doi.org/10.30560/ilr.v4n4p38.

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Students write to learn. Besides, enculturation to the disciplinary discourse happens during writing. Feedback on the assignments from the students scaffolds students’ writing development and learning paths. However, knowledge about the relationship between language, including argumentation in the discipline, on one hand, and the content of the discipline, on the other, is needed. This article is based on a socio-cultural approach to writing in the disciplines, and theory on feedback, and focuses on the relationship between the meso-level of texts (sentences, clauses, word choice) and the content of the discipline. We discuss how insight into the meso-level of texts may be used to improve and to develop feedback and formative evaluation. Cases from an intervention project in a Danish upper secondary school are included, and indicate that teachers and students assign a lower priority to feedback on the meso-level. This article claims that providing feedback on the meso-level strengthens writing development and students’ learning processes. To illustrate how this may be accomplished two texts are analyzed: one from a history class and one from a biology class.

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Ustyantseva, E. V. "THE VIEW OF LIFE IN THE LANGUAGE CONSCIOUSNESS OF TEACHERS IN THE KRASNOYARSK REGION." Siberian Philological Forum 19, no. 2 (May 30, 2022): 23–31. http://dx.doi.org/10.25146/2587-7844-2022-19-2-114.

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Statement of the problem. The study of ideas about LIFE in the professional linguistic consciousness based on the materials of the “Associative Dictionary of the Professional Group “Teacher “of the Krasnoyarsk Territory”. The purpose of the article is to describe the associative field LIFE on the basis of direct and reverse reactions, as well as their comparison in the linguistic consciousness of teachers of different subject disciplines. The results of the study showed that the primary ideas about LIFE are happiness and love, meaning of existence, health, sports and desire to change life for the better. These representations of teachers from different educational areas differ. This can be explained by the peculiarities of the perception of reality and the specifics of the subjects taught.

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Zavarykina, Lubov V. "Teaching English for Specific Purposes in Russian Universities: A Case of Moscow School of Social and Economic Sciences." Higher Education in Russia 27, no. 11 (December 21, 2018): 62–70. http://dx.doi.org/10.31992/0869-3617-2018-27-11-62-70.

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The paper discusses the impact of English for Specific Academic Purposes teaching methodology on developing in-house materials for the course of English for Social Sciences taught at the Moscow School of Social and Economic Sciences. The paper gives examples of the materials and provides results of their evaluation. The case study demonstrates efficiency of the approach to in-house materials development based on collaboration with faculty, teachers of English for Specific Academic Purposes in other disciplines, and students. The approach involves analysis of the materials designed at different stages of the educational process. Research results are assessed through the survey conducted among the students and interviews conducted with faculty members and teachers of English for Specific Academic Purposes. The efficiency of the employed approach makes it possible to use it as a model for developing in-house materials in similar academic contexts in non-linguistic universities.

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Rivera, Maricel Demoral, and Grace Manatad Flores. "Flipped classroom approach for enhancing linguistic competence." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (October 1, 2024): 3369. http://dx.doi.org/10.11591/ijere.v13i5.27365.

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Nowadays, technology has become an indispensable instructional tool. Technology-integrated teaching approach has been recognized in research studies as an effective means to address the declination of the English language’s linguistic competence of the learners. This research determined the effectiveness of a flipped classroom, a technology-integrated teaching approach, to a specific group of Filipino language learners. Utilizing a quasi-experimental research design, 102 English pre-service teachers enrolled in a state university were selected purposively to be the participants of the study and were categorized into two groups, the very good, and the good groups. The expert-validated pre-post-test questionnaire, course syllabus, and lesson exemplars were used to gather the data on learners’ linguistic competence. Results of the paired t-test revealed a significant mean gain of the students’ scores both from very good and good groups pre-post the employment of the flipped classroom approach. The flipped classroom approach is one of the technology-integrated approaches to be used to augment the learners’ linguistic competence regardless of students’ group categories. It is recommended that the flipped classroom approach be used by teachers handling different disciplines delivered in English to mitigate the students’ dilemma on English language proficiency.

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Siddiqui, Ali, Shabana Sartaj, and Abdul Karim Keerio. "Understanding the Critical Role of Applied Linguistics with Other Disciplines of 21st Century." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 620. http://dx.doi.org/10.17507/tpls.0906.03.

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The present study describes the need and importance of Applied Linguistics in present world. It aims to explore all the areas of applied linguists, where it plays a major role. The introductory section describes applied linguistics with its definitions along and references to renowned authors. The second part discovers a brief historical view of applied linguistics that represents it as a distinct field to explore. It portrays about the emergence of this field that is changing with different periods by its professional and academic activities. The third part of a study demonstrates the scope of applied linguistics and its relation to other disciplines. It suggests the future development of applied linguistics with the emerging new scientific disciplines. The fourth section highlights a hot debate of a current scenario that shows the vitality of applied linguists with respect to Linguistic Human Rights (LHRs). The paper aims to explain the importance of applied linguistics around with current perspective of World. Later, it reveals the real situation to violation of Linguistic Human Rights (LHRs) that are specifically contextualized within states of Pakistan and India. Along with this, it also portrays the picture of the future World to a case if no sincere efforts are taken to protect the Linguistic Human Rights, it can prove fatal for researchers and teachers of applied linguistics in general. The final section concludes a study with an over view of applied linguistics to its historical perspective and its relation with other disciplines, specifically with Linguistic Human Rights.

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Yekimov, Sergey, Oksana Danylovych, Viktoriya Baidala, Larysa Vasylieva, and Oleh Mikhailychenko. "Motivating students for distance learning in the context of the COVID-19 pandemic." SHS Web of Conferences 101 (2021): 03002. http://dx.doi.org/10.1051/shsconf/202110103002.

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Distance learning based on the use of telecommunications technologies allows not only to communicate with the use of a foreign language, but also to gain an understanding of foreign culture and history, but also to gain skills in the use of a foreign language in order to solve professional problems. By participating in telecommunications projects, students become more interested in actively participating in the educational process. Team creative activity of students aimed at solving various communication tasks increases, in our opinion, the motivation to acquire new knowledge and skills. In connection with the COVID-19 pandemic, students of many educational institutions were transferred to distance learning. From this point on, students could study some academic disciplines through the use of interactive technologies. However, the transition of all subjects to distance learning was an unpleasant surprise for many students. Teachers of the course of foreign languages for students of non-linguistic specialties began to note a decrease in student performance as a result of the transition to distance learning of foreign languages. We attribute this decrease to a decrease in students ' motivation to participate in the educational process. We suggested using the project method to increase motivation for distance learning of a foreign language. At the end of the academic semester, teachers who teach foreign languages for students of non-linguistic specialties noted the progress of the students ' reading skills in technical literature corresponding to their chosen profession.

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Thompson, Celia, Janne Morton, and Neomy Storch. "Becoming an applied linguist." Australian Review of Applied Linguistics 39, no. 2 (December 31, 2016): 139–57. http://dx.doi.org/10.1075/aral.39.2.03tho.

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The need to establish an authorial identity in academic discourse has been considered to be critical for all doctoral students by academic writing teachers and researchers for some time. For students for whom English is an additional language (EAL) in particular, the challenges are not only how to communicate this identity effectively in English, but also how to develop from a writer who simply ventriloquizes the voices of scholarly others to an author who writes with authority and discipline-specific rhetorical knowledge. In the current project, we explored how three EAL students constructed authorial voices through the use of personal and impersonal forms of self-representation and evaluative stance in the Introduction sections of their written PhD Confirmation Reports. Our findings indicate that students combined a complex range of linguistic and rhetorical resources, such as integral and non-integral attribution of sources and attitudinal markers of stance, in their quest to project credible authorial identities as Applied Linguists. We also discovered the effect of these resources on readers to be cumulative. We recommend further research, including interviews with students, supervisors and examiners from across the disciplines, to explore and extend the scope of the present study.

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Roncevic, Ivana. "Multilingualism in Academic Publishing and Higher Education in Croatia." International Journal for Research in Applied Science and Engineering Technology 12, no. 2 (February 29, 2024): 657–61. http://dx.doi.org/10.22214/ijraset.2024.58413.

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Abstract: The paper deals with the dominant language practices among university teachers and researchers in Croatia with special emphasis on the two dominant languages taught, English and German. The discussed problem relates to the role of English as the lingua franca and the role of German as the second dominant foreign language in the country, as well as the potential presentation of the concept of European multilingualism in the Republic of Croatia. After reflecting on the debate on the role of language choice in academic publishing, i.e., whether the choice of one dominant foreign language is adequate in the search of research insights and truths or whether a richer choice of languages also offers a wider pallette of possible insights, the possibility of 'linguistic imperialism' through the dominance of English is explored. Phillipson's tripartite division of linguicist pro-English arguments is used as the background for the analysis of linguistic practices of Croatian researchers/university teachers. Upon examining the possible linguistic development of different academic disciplines, a dual communicative approach is suggested according to the needs and functions of specific academic domains

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Adamczykowa, Zofia. "Organizacja i rozwój Katedry Dydaktyki Polonistycznej (w sześćdziesiątą rocznicę powstania)." Z Teorii i Praktyki Dydaktycznej Języka Polskiego 28 (December 29, 2019): 151–59. http://dx.doi.org/10.31261/tpdjp.2019.28.12.

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The author presents the beginnings and development of the Department of Polish Didactics (Chair of Linguistic Didactics and Polish Literature) which has been functioning for 60 years. She describes the development of language and literature didactics as separate scientific disciplines. She draws attention to the dynamic activity of Mitera-Dobrowolska, who had a special contribution not only to the formation of the later Chair, but also to the development of many generations of teachers of Polish and subject methodologies.

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Дубских, А. И. "CONTENT AND LANGUAGE INTEGRATED LEARNING IN FOREIGN LANGUAGE TO STUDENTS OF NON-LINGUISTIC SPECIALTIES: ADVANTAGES AND PROBLEMS OF IMPLEMENTATION." Актуальные вопросы современной филологии и журналистики, no. 4(39) (February 2, 2021): 44–51. http://dx.doi.org/10.36622/aqmpj.2020.39.4.006.

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Стремительное развитие информационно-коммуникационных технологий, расширение международных связей в области экономики, науки, культуры и образования сделало владение иностранным языком одним из ключевых компонентов профессиональной компетентности специалиста. Иностранный язык в вузе превращается из просто дисциплины в инструмент получения профессиональной информации. Предметно-языковое интегрированное обучение (Content and Language Integrated Learning - CLIL) представляет один из целесообразных способов, позволяющих успешно устанавливать связи между профилирующими дисциплинами, а также осуществлять эффективную подготовку будущего специалиста к ведению профессионального общения с коллегами на иностранном языке, что и определяет актуальность нашей работы. В статье описываются принципы предметно-языкового интегрированного обучения, его преимущества и проблемы использования в учебном процессе. Цель статьи - определить влияние CLIL на улучшение изучения учащимися лексики и выяснить, есть ли разница между прогрессом студентов, применявших CLIL на занятиях, и теми, кто опирался на традиционные методы. Для проведения исследования были отобраны студенты, которые прошли обучение в экспериментальной и контрольной группах. Студенты экспериментальной группы активно использовали методы CLIL. Результаты показали, что студенты экспериментальной группы демонстрируют более высокий уровень квалификации и более высокую коммуникативную компетентность, чем их сверстники. Однако в процессе использования методики CLIL и преподаватели, и учащиеся столкнулись с рядом трудностей. Тем не менее автор приходит к выводу, что у CLIL есть потенциал для лучшего понимания профессионального контента при изучении иностранного языка. Полученными выводами могут воспользоваться преподаватели, методисты, исследователи, разработчики образовательных программ. The rapid development of information and communication technologies, the expansion of international ties in the field of economy, science, culture and education have made foreign language knowledge one of the key components in a specialist’s professional competence. Foreign language in the university is transformed from simply discipline into a tool for obtaining professional information. Content and Language Integrated Learning (CLIL) is one of the most expedient ways to successfully establish links between majoring disciplines, as well as effectively prepare a future specialist to conduct professional communication with colleagues in a foreign language, which determines the relevance of our work. The article describes the principles of students’ Content and Language Integrated Learning, their advantages and problems of implementation. The purpose of the article is to determine the impact of CLIL on improving students’ study of vocabulary and to find out if there is a difference between the progress in students’ using CLIL in classes and those who have relied on traditional methods. The study selected students who were trained in experimental and control groups. Students in the experimental group actively used CLIL methods. The results showed that students in this experimental group demonstrate higher skill levels and higher communicative competence than their peers. However, in the process of using the CLIL methodology, both teachers and students faced a number of difficulties. The author concludes that CLIL has the potential to better understand professional content through foreign language learning. These results can be used by teachers, methodologists, researchers, and developers of educational programs.

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Dzyuba, Elena Markovna, Victoria Trofimovna Zakharova, Anna Leonidovna Latukhina, and Tatyana Nikolaevna Sheveleva. "Open education courses as a relevant environment for improving professional competencies of teachers." Revista Tempos e Espaços em Educação 14, no. 33 (July 31, 2021): e16164. http://dx.doi.org/10.20952/revtee.v14i33.16164.

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The authors explore the problem of developing an open education course "In search of the national Russian code: educational routes" in this article. The modern approaches to the organization of lifelong postgraduate education are associated with distance technologies. The MOOC development technology for the RFL teachers is described in the article: disciplines of six modules have been formed, aimed at improving the methodological, linguocultural, linguistic, and professional communicative competencies, based on the study of the results of the questionnaire survey of future students of the courses, as well as the decomposition of professional competence. The results of this study can be used in developing an educational environment for advanced training courses.

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Baklashkina, Olesya, and Natalia Maksimova. "Teaching a Second Foreign Language at Baikal State University: Facts and Perspectives." Bulletin of Baikal State University 33, no. 3 (October 26, 2023): 599–609. http://dx.doi.org/10.17150/2500-2759.2023.33(3).599-609.

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The training of specialists in non-linguistic areas (economics, management, tourism) at Baikal State University is enhanced by teaching two foreign languages, which contributes to the professional and personal growth of students. The article defines the role and place of the discipline «Foreign language (second)» in teaching students of non-linguistic areas of BSU. The authors consider the factors that contribute to a better mastering of this discipline, determine the positive and negative impact of the first foreign language on the development of all types of speech activity when learning a second foreign language, create guidelines for teachers, present an analysis of the results of the survey in order to improve the educational process and determine development prospects. In conclusion, it is said that the study of a second foreign language contributes to the successful formation of not only universal competence, but also other professional competences that form the foundation.

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Hong, Jiye. "Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings." Studies in Second Language Learning and Teaching 13, no. 2 (June 29, 2023): 451–69. http://dx.doi.org/10.14746/ssllt.38282.

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To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students’ problematic language use, how do they correct it – providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers’ awareness of various options for providing CF on students’ linguistic errors during their incidental teaching practices.

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KRASNOZHON, O. B., та V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (4 жовтня 2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.

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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.

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BABYCH, P. "MODEL OF METHODICAL SYSTEM OF FORMATION OF READINESS FOR USING OF DIGITAL TECHNOLOGIES AT FUTURE SKILLED WORKERS OF A COMPUTER PROFILE WITH HEARING IMPAIRMENTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (July 6, 2022): 28–38. http://dx.doi.org/10.31494/2412-9208-2022-1-1-28-38.

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The conducted research solves the problem of preparing students of vocational schools with special needs to use CT in the process of studying computer disciplines in the conditions of using IIOs, but does not exhaust the problems of preparing future teachers to study computer disciplines in general. To implement the research tasks, we build a model of an object, determine its structure and relationships with other objects and systems, and highlight its features and characteristics. We see such scientific research as promising: training teachers to use CT in the process of studying computer disciplines in the conditions of non-formal and informal education, in systems of retraining or advanced training of teachers; development of digital resources for the development of skills of using CT in the process of studying computer disciplines; creation teachers’ Bank of e-materials of for the implementation of their study of computer disciplines in virtual space. The model reflects the requirements for training students of vocational schools in the specialty "primary education", assessing the levels of formation of readiness to use it in inclusive education, diagnostic tools for the level of formation of ICT competence, the process of preparation for activities in the conditions of ICOs. The proposed model consists of four main blocks, which we will cover more thoroughly. Due to the lack of a comprehensive approach to solving the most important social problem – creating equal opportunities for disabled people in all spheres of society, including in the field of Education, a number of problems have formed by ensuring the accessibility of the physical, social, economical and cultural environment. To solve them, we must provide a differentiated individual package of support for the learning process in an integrated environment, taking into account the educational capabilities and needs of a student with special needs. The analysis of the results of the study confirmed the effectiveness of pedagogical conditions for preparing students of vocational schools with special needs to use CT in the process of studying computer disciplines. We see such scientific research as promising: training teachers to use CT in the process of studying computer disciplines in the context of non-formal and informal education, in systems of retraining or advanced training of teachers; development of digital resources for the development of skills in using CT in the process of studying computer disciplines; creation of a Bank of e-materials for teachers to study computer disciplines in the virtual space. Key words: digital learning technologies, readiness to use digital learning technologies, people with hearing impairments, inclusive education, vocational education.

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Kuning, Dewi Sri, and Astrina Nurul Haq. "ENGLISH AND HILIGAYNON : PERCEPTION OF ENGLISH TEACHERS ABOUT USING TRANSLANGUAGING." Premise: Journal of English Education 13, no. 2 (June 30, 2024): 545. http://dx.doi.org/10.24127/pj.v13i2.9607.

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Understanding teachers' views concerning Translanguaging is expected to be the best way to overcome linguistic barriers in English classes. This research investigates English teachers' perceptions of using translanguaging methods (English and Hiligaynon) when teaching English subjects in ESL classes. The research method used was descriptive qualitative, with the participants being grade 7 teachers at the junior high school level at Capiz National High School, Philippines. This research instrument is an interview, and data was collected by conducting semi-structured interviews via video call via Facebook Messenger. The data analysis technique for this research uses thematic data analysis. The research results show that teachers perceive translanguaging as a valuable tool for learning English. It not only enhances comprehension but also promotes cognitive development, student confidence, and participation in the classroom. In conclusion, teachers view translanguaging positively in countries where English is a second language when teaching English subjects. Translanguaging promises enhanced communication, cognitive development, inclusive learning, literacy development, and knowledge transfer across disciplines in English language classrooms.

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Maksymuk, Larysa, and 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, no. 2 (June 24, 2021): 212–19. http://dx.doi.org/10.31499/2307-4906.2.2021.236695.

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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.

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Siripol, Piyathat, and Jeffrey Delawa Wilang. "Classroom language training for non-English pre-service teachers: a professional development project." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (October 1, 2024): 3419. http://dx.doi.org/10.11591/ijere.v13i5.28642.

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As the English language is required to be used beyond English subject classrooms in English as a foreign language (EFL) country, teachers from various disciplines, such as math and science, may find it challenging when having to conduct the course in English. Therefore, this professional development project aimed to address the issue of math and science pre-service teachers lacking classroom language knowledge when teaching in an EFL setting. The project involved a month-long training program for pre-service teachers on how to use English classroom language in teaching Math and Science to elementary and high school students. Pre- and post-training video recordings were collected to evaluate the linguistic development of the participants in classroom language use. Additionally, journal entries were collected to know the participants' insights on pedagogical growth and perceptions when using English in teaching content lessons. The findings indicated a significant improvement in the participants' classroom language use in various areas such as greetings and lesson introductions, feedback and instructions, classroom management, requests and questions, and lesson conclusions. The pre-service teachers also reflected on their pedagogical development in their journals. The article discusses some implications of the project that could benefit similar initiatives in EFL settings that use English as partial or full medium of instruction.

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Besterman, Keith R., Jeremy Ernst, and Thomas O. Williams. "Developments In Stem Educators’ Preparedness For English Language Learners In The United States." Contemporary Issues in Education Research (CIER) 11, no. 4 (October 5, 2018): 165–76. http://dx.doi.org/10.19030/cier.v11i4.10211.

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In the United States, the population of students classified as English Language Learners (ELLs) in K-12 education has increased in recent decades. As a result, teachers outside of specialized linguistic courses have needed to adapt their instruction to better meet the needs of these students. This exploratory study investigates potential indicators of Science, Technology, Engineering, and Mathematics (STEM) teachers’ preparedness to work with ELLs, in comparison with the rates of ELLs in STEM courses. Data for this study were obtained from the national restricted-access datasets of the 2007-2008 and 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). STEM teachers’ participation in ELL-focused professional development activities, credentialing related to ELLs, and ELL populations in STEM teachers’ courses were analyzed to quantify changes in these measures over time and among the STEM disciplines. Regional analysis of STEM teacher populations and ELL populations in STEM classes was also conducted to examine how these factors differed across the United States. Analyses of these data indicated increases in the percentage of STEM teachers who have ELLs in their service loads and in the average number of ELLs in teacher service loads; these trends were present in all U.S. regions and in all STEM disciplines. However, the total number of STEM teachers who participated in ELL-focused professional development activities increased only slightly over the four-year span. To effectively teach the growing ELL student population, STEM teachers must develop the skills and approaches necessary to educate and engage these students.

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Mahmudin, Wildan. "PROBLEMATIKA PEMBELAJARAN AL-QIRA`AH DAN SOLUSI PEMECAHANNYA." THORIQOTUNA: Jurnal Pendidikan Islam 1, no. 1 (September 4, 2019): 135–62. http://dx.doi.org/10.47971/tjpi.v1i1.103.

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The purpose of learning Arabic in general is so that studentscan master Arabic well and correctly. To achieve this goal, of course,can not be separated from several factors, namely teachers, students,material, methods and environment. From these factors must bemutually supportive of one another. As in learning Al-Qira`ah in Arabicat MA Miftahurrahman Tasikmalaya to achieve the goals to beachieved there are problems that must be faced by students andteachers, namely linguistic and non-linguistic problems. To get the factsabout the existing reality about the problems of learning Al-qira`ah inMA Miftahurrahman Tasikmalaya, the author uses several methods,namely methods of interviews, observation, questionnaires, tests anddocumentation. And to analyze the data that has been collected, theauthors use a descriptive analysis method. And so that this research canbe well directed, the writer uses learning theory and problematic theoryin learning Al-Qira`ah. Because in a study can be said perfectly, if inlooking for existing data must be in accordance with the theory andnone other than this kind of research that is qualitative research can besaid with proof of a theory. The results of this study regarding theproblems of Al-Qira`ah learning problems in MA MiftahurrahmanTasikmalaya and their solutions, namely: 1) The implementation of Al-Qira`ah teaching activities in MA Miftahurrahman Tasikmalaya as wellas activities in madrassas which include teaching objectives,curriculum , teachers, students and methods; 2) In learning al-qira`ahmaharah in MA Miftahurrahman Tasikmalaya, teachers and students experience problems that include linguistic and non-linguistic problemssuch as teacher, student, method, and environment; 3) the solution ofthe problem solving is that the teacher must have the ability to masterthe Al-Qira`ah learning method, students must be disciplined infollowing the learning, the method used is the eclectic method, and theright environment for learning Al-Qira`ah Arabic is language orboarding environment

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Kuznetsova, Halyna, Tetiana Zenchenko, Liubov Luchkina-Zahorodnia, Nataliia Barannyk, and Iryna Kholiavko. "Linguistic and literary educational field in the system of communicative field formation." Multidisciplinary Science Journal 5 (October 10, 2023): 2023ss0505. http://dx.doi.org/10.31893/multiscience.2023ss0505.

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This research investigates the linguistic and literary educational field and its impact on the formation of the communicative field. By analyzing key aspects such as state policies, pedagogical approaches, and the integration of linguistic and literary elements, this study aims to provide a comprehensive understanding of the field's features, principles, and significance in developing students' communicative abilities. Through a thorough literature review, this research highlights the importance of cultural competence within the educational curriculum. The incorporation of literature, history, and cultural disciplines allows students to develop a broader perspective and understanding of different cultures, thereby enhancing their ability to communicate effectively and respectfully in diverse settings. The study examines the role of digital technologies in the educational process. The utilization of digital tools and resources presents opportunities to enrich teaching methods and create engaging and interactive learning experiences. By embracing these technological advancements, educational institutions can equip students with the necessary skills for effective communication in a digitalized world. The research also emphasizes the significance of competent and well-prepared teachers in fostering communicative competence. Effective pedagogical practices, innovative teaching methodologies, and continuous professional development programs for teachers are essential in shaping students' communication skills and keeping pace with evolving language education trends.

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Dehtiarova, Halyna A. "ЗАСОБИ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ ДЛЯ РОЗВИТКУ ІК-КОМПЕТЕНТНОСТІ ВЧИТЕЛІВ ФІЛОЛОГІЧНИХ ДИСЦИПЛІН". Information Technologies and Learning Tools 56, № 6 (30 грудня 2016): 107. http://dx.doi.org/10.33407/itlt.v56i6.1442.

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In the article there are considered the characteristics of ICT tools that are used for the development of IC competence of teachers for course and intercourse periods in the system of postgraduate pedagogical education and that the modern teacher of philological disciplines should be a sign. Software capabilities for General and special purposes, in particular, educational software, software lingua methodical purposes, as well as services Internet and network communication tools to improve the quality of language and literary education of pupils and development of their communicative competence are highlighted. More attention is given to forms of interactive online communication that nowadays form the linguistic space as pupils and affect the culture of their speech, and teachers where they can communicate, educate themselves and share information and material.

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Qasim, Dr Hafiz Muhammad, Ammara Batool, and Muhammad Shafqat Nawaz. "A CORPUS-BASED STUDY OF CONJUNCTIVE COHESION IN PAKISTANI RESEARCH ARTICLES." International Journal of Linguistics and Culture 1, no. 2 (December 31, 2020): 111–32. http://dx.doi.org/10.52700/ijlc.v1i2.19.

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Conjunctive cohesion is an indispensable linguistic signpost that writers use to create a logical relationship between the parts of the text (Halliday and Hasan, 1976). In the present study, the conjunctive analysis of Pakistani Social Science Articles (PSSA) has been carried out. This study is corpus-based, and the corpus comprised 250 articles that were taken from five Social science disciplines: Applied Linguistics (AL), English Literature (EL), Business Administration (BA), Sociology (SL), and Psychology (PL). The distribution of 50 articles from each discipline had been retrieved from online sources. The frequencies of conjunctive features (CFs) were counted and compared, and conjunctive features (CFs) were studied functionally. A comprehensive model on conjunctive cohesion (CC) has been proposed for the classification of cohesive devices. The results revealed that all the writers used extension conjunction more frequently than other conjunctions. Additive cohesion, a sub-category of extension conjunction, was used more frequently across the academic writings of all disciplines in general and discipline of EL in particular. The sub-categories of elaboration and enhancement conjunction, exemplification and causative, were also found to be used more frequently in addition to the additive cohesion. Consequently, it was concluded that the academic writings of EL had high frequencies of conjunctive cohesion, and various categories of conjunctive cohesion were used to serve certain purposes. This study has practical implications for social science teachers and scholars in addition to EFL/ESL students.

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Bidenko, Natalia, Olena Ostapko, and Olga Koval. "Elective disciplines – an important component in the formation of professinal competences of future doctors – pediatric dentists." ScienceRise: Pedagogical Education, no. 3(54) (May 31, 2023): 9–13. http://dx.doi.org/10.15587/2519-4984.2023.281231.

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The article investigates actual issues of introduction of elective disciplines to the educational process of dental students. According to the changes in the political, economic and social spheres of our country, the labor market requires the training of highly skilled specialists who have a high level of knowledge, skills and competences in a particular industry, could make decision in standard and non-standard situations, bear responsibility for them in the professional activity. That is why the importance issue of the development and formation of today’s education is the use of a competence approach. Elective disciplines have an important role in the formation of the professional competences of future doctors and dentists. The purpose of the study was to reveal the expediency of teaching elective disciplines to students of the Faculty of Dentistry using the example of an elective discipline “Modern technologies in pediatric dentistry” for students of 5th student year. The blocks of elective disciplines that form a variable component of the Educational and Professional program of Dentistry are characterized. The content of the elective discipline “Modern technologies in pediatric dentistry” for students of the 5th year of the Faculty of Dentistry of Bogomolets National Medical University is analyzed. Thematic plans of lectures and practical lessons in the discipline are presented. It is emphasized, that the purpose of studying this elective discipline is the formation of professional competences necessary for high-quality dental treatment of children, including under general anesthesia. The elective discipline “Modern technologies in pediatric dentistry” was introduced into the educational process in 2022/23 acadrmic year and received favorable reviews from students. Further research involves an anonymous survey of students and teachers, interviews with graduates and employers with the aim of improving the content of electives disciplines and the level of their teaching at the departments

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Shulga, Evgeniia V. "USE OF ASPECTS OF ECONOMIC ACTIVITY IN TEACHING ECONOMIC DISCIPLINES TO UNIVERSITY STUDENTS OF NON-ECONOMIC SPECIALTIES (BASED ON TEACHING A CONCEPT)." Научное мнение, no. 7-8 (August 24, 2023): 121–27. http://dx.doi.org/10.25807/22224378_2023_7-8_121.

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The article is devoted to teaching of economic disciplines to students of noneconomic specialties. Using the example of teaching an economic concept, the sequence of going through aspects of economic activity and possible options for constructing tasks based on them are shown. The proposed methodology may be of interest to teachers of non-core economic disciplines in universities.

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Larionova, Irina, Gulnar Kapysheva, Svetlana Fedossova, Yelena Chzhan, and Karlygash Barbossynova. "Preparing potential teachers of the English and Korean languages (on the example of tropes and figures of speech in beauty blogs)." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (December 22, 2023): 2054–63. http://dx.doi.org/10.54919/physics/55.2024.205uv4.

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Relevance. The training program for foreign language teachers is represented by a number of disciplines, among which �Linguistic analysis of text� occupies a special place. This question is relevant, since more and more attention is paid to studying video blogs� language and various means of its creation. In this work authors have attempted to consider ways of preparing potential teachers to analyse specific features use of tropes and figures of speech in video beauty blogs� language.Purpose. The aims of the research are: to develop foreign language teacher�s skills; to classify and define tropes and figures of speech as a significant component of video-blogs� language; to describe specifics of tropes and figures of speech use in video-blogs� language on the example of beauty blogs.Methodology. Various research methods were used: descriptive-analytical method, method of comparison, observation and modelling method, transformation techniques, linguistic experiment and quantitative assessment. The main research method is the method of linguistic observation and description of specific linguistic facts in order to obtain generalized data. The material for the research was video content of beauty video-blogs.Results. The results show how students, using example from video beauty blogs, analysed possibilities of tropes and figures of speech, highlighted the features of beauty blog�s speech design, compared frequency tropes and figures of speech use, considered corresponding examples.Conclusions. Its practical significance for a foreign language teacher�s professional activity lies in understanding the world of texts and transferring this knowledge to their pupils.

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Khabibul Umam, Mustolikh, Daluti Delimanugari, Ana Dwi Wahyuni, and Ike Hilatun Nisa. "ARABIC LANGUAGE LEARNING AT INSTITUTIONS FOR NON-ISLAMIC EDUCATION STUDY PROGRAMS." Jurnal Asy-Syukriyyah 25, no. 1 (January 24, 2024): 1–17. http://dx.doi.org/10.36769/asy.v25i1.424.

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The development of Arabic language skills mostly targets Muslim communities. However, there are specific obstacles to the acquisition of these language skills in higher education institutions, which largely arise from the need to accommodate students of various religious affiliations in their studies. The aim of this research is to reveal the benefits, weaknesses, prospective benefits, and potential drawbacks of incorporating Arabic into the curriculum of higher education institutions. This research uses qualitative methods and combines data from students, lecturers and policy documents related to curriculum development. Before reaching a conclusion, the data obtained is categorized, displayed and examined. Findings show that these institutions have valuable assets such as skilled Arabic lecturers and dedicated language and study facilities. However, the shortcomings of this institution stem from the lack of linguistic skills of teachers in several disciplines, namely the sharia economics study program and Islamic family law.

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Mukhortova, E. A. "Types of Memory and Their Development with Students of a Non-linguistic University in Foreign Language Training." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 3 (July 6, 2022): 101–5. http://dx.doi.org/10.26794/2226-7867-2022-12-c-101-105.

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The article describes the problems of mastering new material, which are faced by almost all teachers of the discipline “Foreign language”. It is concluded that obstacles are due to underdeveloped memory of educatees’ that are involved in the process of learning a non-native language. Described universal principles may be used in foreign language training to activate long-term and short-term memory. Practical recommendations are given, focused on the productive format of introducing new lexical and grammatical material of the training curricula in a foreign language. Warm-up and cool-down sessions are considered not only to be as one of the methodological tools but also as an exerciser for students’ memory.

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Kondrakhina, N. G., and N. E. Yuzhakova. "Experience and Prospects for the Project Method Integration in Teaching English for Professional at a Non-linguistic University." Humanities and Social Sciences. Bulletin of the Financial University 14, no. 2 (July 18, 2024): 51–55. http://dx.doi.org/10.26794/2226-7867-2024-14-2-51-55.

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The paper aims to analyze teaching approaches to English in higher education, specifically focusing on the project method. It considers the experiences of the language department and department teachers. The authors analyzed and systematized the works of domestic and foreign scientists on the use of the project method in foreign language education. They also studied the pedagogical experience of using the project method in foreign language education. The authors conducted a survey involving 80 students from the Financial University who were studying Economics and taking the compulsory discipline “Foreign language in the professional sphere” to determine the feasibility and effectiveness of the methods used.

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González, Daniela Soledad. "El patio iluminado, de Manuel Mujica Láinez. Modelización de un análisis integral del discurso." Revista Electrónica Educare 20, no. 2 (May 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-2.7.

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For a complete understanding of a text, it must be addressed in an integrated way, linking the various levels of analysis and using various linguistic disciplines to explain it. In this paper, the text El patio iluminado, by Manuel Mujica Lainez, is analyzed considering the following aspects: graphic superstructure, semantic superstructure, pragmatic macrostructure, microstructure, propositional level, register, speech acts, explicatures, implicatures, rhetorical procedures, politeness strategies and polyphony. The aim of this paper is to provide an integrated textual analysis model to teachers –especially to those of superior level– to be used when explaining issues related to Pragmatics and Discourse Analysis.

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