Relevant bibliographies by topics / Future foreign language teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Future foreign language teachers'

Author: Grafiati
Published: 28 May 2022
Last updated: 29 May 2022

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Journal articles on the topic "Future foreign language teachers"

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Dоmina, Viktoriia, Ludmyla Tsybulko, and Svitlana Aleksandrova. "The Problems оf Formation оf Language Competence in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 15–23. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-15-23.

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The article is devoted to the problem of the formation of language competence, which is considered as an integrated property of a person possessing a complex of professionally meaningful for the teacher qualities. The concept of language competence of the teacher is determined. The questions of level of scientific-theoretical and practical training of employees of higher educational institutions and effective interaction with students in the process of pedagogical cooperation are revealed on the basis of introduction of European experience for achievement of high results. The proposed research substantiates the stages of professional development of the teacher, which is the basis for successful adaptation to the world educational and informational processes. Also, during the scientific work, the criteria for the teacher's professionalism were determined: profound professional knowledge and theoretical skills, a set of practical skills and abilities, skillfully applied in practice. The structural components of the teacher's language competence and the conditions aimed at increasing his language competence are highlighted.
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Galskova, Natalya, and Zinaida Nikitenko. "Axiological aspects of foreign language teachers’ preparation for primary foreign language education." E3S Web of Conferences 284 (2021): 08010. http://dx.doi.org/10.1051/e3sconf/202128408010.

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The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiates a new goal of professional training of a future foreign language teacher for the primary stage of secondary school, taking into account the priority of his spiritual ability and recognition of professionalism as its fundamental characteristic. The authors associate the formation of professionalism with the disclosure of the personal potential of the future teacher, which is an integrative phenomenon, the components of which are the basis for determining the new content of teacher training as a person capable of realizing the educational and developmental potential of primary foreign language education.
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Husakova, Oksana. "Facilitative Skills of Future Foreign Language Teachers: Characteristics and Structure." Education and Pedagogical Sciences, no. 1 (176) (2021): 53–62. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-53-62.

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The article defines the essential characteristics and structure of facilitative skills of future foreign language teachers. In modern science, there is a large number of effective approaches to teaching foreign languages, but the communicative one can be considered as the most relevant. It has been proven that successful acquisition of foreign languages through the communicative approach requires the use of modern educational technologies and facilitative skills by future foreign language teachers. The activity of a facilitator, which is successfully used in psychology, adapted and applied in the educational process, in particular in the process of teaching a foreign language, has been considered. It has been determined that the main task of a future foreign language teacher-facilitator is to convey the idea of successful language learning, individual information retrieval and personal changes that directly affect the learning process. It has been proven that facilitation of the process of learning a foreign language promotes creative assimilation of information, the formation of critical thinking and cooperation with students. In order to make facilitation successful, a foreign language teacher must have such skills as providing support for students, understanding their inner world, interaction and assistance in learning a foreign language, as well as be friendly, create the atmosphere conducive to self-education and self-expression.
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STRYZHAK, Y. "FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 198–202. http://dx.doi.org/10.33989/2075-146x.2020.26.227649.

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The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training. The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication. It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.
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Dagarin Fojkar, Mateja, and Darija Skubic. "Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia." Center for Educational Policy Studies Journal 7, no. 4 (December 22, 2017): 85–104. http://dx.doi.org/10.26529/cepsj.365.

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The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.
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Garapko, V. I., and K. S. Birov. "PECULIARITIES OF THE FUTURE FOREIGN LANGUAGE TEACHERS’ TRAINING BY MEANS OF PEDAGOGICAL TECHNOLOGIES (FOREIGN EXPERIENCE)." International scientific journal «Education and Science», no. 24(1) (2018): 100–102. http://dx.doi.org/10.31339/2617-0833-2018-24(1)-100-102.

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Вакалюк, Тетяна Анатоліївна, Ольга Олексіївна Осова, and Оксана Андріївна Черниш. "USING INFORMATION AND COMMUNICATION TECHNOLOGIES FOR THE FORMATION OF LINGUODIDACTIC COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS." Information Technologies and Learning Tools 82, no. 2 (April 25, 2021): 77–92. http://dx.doi.org/10.33407/itlt.v82i2.3868.

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The article explores the use of information and communication technologies for the development of future foreign language teachers’ linguodidactic competence. On the grounds of the analysis of the scientific and pedagogical literature the authors have proved the topicality and importance of applying information and communication technologies in future foreign language teachers’ training. The empirical methods (questionnaires, observation, surveys) were used to determine the current situation with the application of information and communication technologies in the process of future foreign language teachers’ professional training. The essence of the key notions of the research has been specified: “information and communication technologies”, “professional and pedagogical competence”, “future foreign language teachers’ linguodidactic competence”. The experience of applying information and communication technologies in the process of training foreign language teachers has been presented, as the abovementioned technologies have been proved to be an important means for the formation of future foreign language teachers’ linguodidactic competence. It has been determined that educational information and communication technologies (multimedia presentations, cloud services, blog, video scribing, e-portfolio, web-quests, etc.) provide unique didactic possibilities to form future foreign language teachers’ linguodidactic competence, namely: create conditions for working with foreign language business documents, modeling virtual environment for foreign language business communication, obtaining linguistic and extralinguistic information, contribute to all types of speech activity (reading, speaking, listening, writing), presenting and looking for data on languages and countries, etc. Particular attention has been paid to such kind of work with information and communication technologies as creating personal e-portfolios, which demonstrate creativity, innovativeness and professional competence of the modern teacher and develop future teachers’ self-presentation and self-reflection skills. There has been determined and experimentally proved the effectiveness of using information and communication technologies in the formation of future foreign language teachers’ linguodidactic competence.
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Hladka, Olena. "COMMUNICATIVE APPROACH TO FORMING FUTURE FOREIGN LANGUAGE TEACHERS’ GRAMMATICAL COMPETENCE." Research Bulletin Series Philological Sciences 1, no. 193 (April 2021): 461–65. http://dx.doi.org/10.36550/2522-4077-2021-1-193-461-465.

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The article deals with peculiarities offorming future foreign language teachers’ grammatical competence in realization of communicative approach. The notion "future teacher’s grammatical competence" and its constituents are specified. The constituents offoreign language teachers’ grammatical competence comprise grammatical knowledge, grammatical skills (receptive and reproductive) and grammatical awareness (students' ability to register and recognize grammatical phenomena in oral and written speech, features and patterns of their formation and functioning). The types of communicative exercises, characteristic for the formation of grammatical competence of future foreign language teachers in the process of realization of the communicative approach, are offered and substantiated. The grammatical competence of the future foreign language teacher as a component of professional competence can be defined as intuitive (determining the creative and spontaneous use of language) and intellectual (which can be manipulated consciously) knowledge and ability to use grammatical resources of the language which can be achieved due to the integrated approach to learning grammar material, which provides an organic combination of conscious and subconscious components in the learning process, which will ensure their success in further professional activities. While communicative approach realization communicative (linguistic) tasks are prioritized. After all, it is the latter that bring the development of grammatical skills and abilities closer to the conditions of real communication - motivated and purposeful. Each grammatical structure can be carefully processed and automated thanks to the creative approach of the teacher to the selection of tasks.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.

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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Tetiana Kolodko. "PURSUING FUTURE FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL DEVELOPMENT." Science Review, no. 7(24) (September 30, 2019): 30–35. http://dx.doi.org/10.31435/rsglobal_sr/30092019/6681.

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The study was aimed to determine the importance of pursuing professional development of foreign language teachers. Three approaches to professional development such as theory-to-practice, coaching/mentoring and reflection are identified. The scientists’ outlooks on the given issue are analyzed. Some recommendations for using mobile technologies in professional development are highlighted. Characteristics of effective professional development are substantiated in the study. Teachers’ effective professional development activities are outlined.
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Dissertations / Theses on the topic "Future foreign language teachers"

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Paljakka, P. (Petra). "Future English teachers’ perspectives on the impact of motivation on learning a foreign language." Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201911283201.

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Abstract. This thesis examines the impact of motivation to the learning process and what the teacher can do to affect the motivation levels of their students. The research is done with qualitative methods using semi-structured interviews. English teacher students were interviewed on how they view the impact of motivation in language learning and what they think the teacher can do to motivate their students. The interviews were recorded and then transcribed. The data was analysed using an inductive thematic analysis. The analysis indicates that the participants recognised the importance of motivation in language learning. The teacher can have a positive or negative effect to the motivation levels of the students. The different aspects that can influence motivation that came up in the interviews and are discussed in this research paper are the teacher’s personality and attitude, the activities during the lessons and the role of the students.Tiivistelmä. Tämä opinnäytetyö tarkastelee motivaation vaikutusta oppimisprosessiin ja sitä, miten opettaja voi vaikuttaa oppilaidensa motivaatiotasoon. Tutkimuksessa käytettiin laadullista tutkimusmenetelmää teemahaastattelujen muodossa. Englannin opettajaopiskelijoita haastateltiin siitä, miten he kokevat motivaation vaikuttavan kielen oppimiseen ja, miten he ajattelevat opettajan voivan parantaa oppilaiden motivaatiota. Haastattelut nauhoitettiin ja sittemmin litteroitiin. Data analysoitiin käyttämällä induktiivista temaattista analyysiä. Analyysi osoittaa, että osallistujat tunnistavat motivaation tärkeyden kielen oppimisessa. Opettajalla voi olla joko positiivinen tai negatiivinen vaikutus oppilaiden motivaatiotasoihin. Opettajan persoonallisuus ja suhtautuminen, oppituntien aktiviteetit sekä oppilaan rooli ovat eri asioita, jotka voivat vaikuttaa motivaatioon ja tulivat ilmi haastatteluissa. Nämä ovat asioita, joita tarkastellaan tässä tutkimuksessa.
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Lawrence, Sarah Elizabeth. "An Exploration of the Value of Future TESOL Teachers Reflecting on their Pasts as Language Learners." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4946.

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Virtually all future teachers _of ESL/EFL have been foreign- or second-language learners themselves. However, reflection on their own past language-learning experiences is usually not integrated into the coursework of professional TESOL preparation programs and there has been little published research in TESOL in which students in professional TESOL preparation programs reflect on their past language learning experiences. The purpose of this research was to explore the effects on TESOL Methods students of revisiting a past language-learning experience. The subjects were students in a TESOL Methods class. This study examined an assignment given to these students to write a short "language learning narrative" (LLN) describing a past language learning experience. The data base of this qualitative study included included thirty-one LLNs, thirty-one free-writes and eleven interviews with these TESOL students. The results indicate that the students' memories of affective factors such as nervousness about speaking in class and feeling successful or unsuccessful as language learners were prominent in their minds, as was a strong focus on the teacher. The benefits to the TESOL students of writing the LLNs included increased sensitivity to the perspective of the learner, willingness to engage in reflection, and an understanding of the connections between their past experiences and the kinds of experiences they wanted to create in future language classrooms. While the TESOL students seemed to have mastered the latter skill, they did not see their past language learning experiences as a resource that could give them insights into particular teaching dilemmas. Also, they tended to make direct generalizations based on their own past reactions as language learners to what they imagined their future students' reactions would be. They wanted to recreate for their future students experiences that had been positive for them and do the opposite of what the teachers of language classes they had experienced as negative had done. The study concludes that the LLN assignment is recommended for use in other professional TESOL training programs, with modifications that would encourage the students to become aware of variations in learner preferences and to view their past language learning experiences as a continuing resource.
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Коробова, Юлія Володимирівна, and Yuliia Volodymyrivna Korobova. "Моделювання професійної орієнтації практичних занять з англійської мови для майбутніх учителів на початковому ступені навчання." ФОП Цьома С. П, 2019. http://repository.sspu.edu.ua/handle/123456789/8230.

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Стаття присвячена розв'язанню проблеми професіоналізації навчання майбутніх учителів англійської мови. Складовою частиною процесу реалізації професійної орієнтації на практичних заняттях з іноземної мови вважається формування вмінь мовленнєвої адаптації. Наведено професійно орієнтовані завдання, які розроблено з урахуванням тем та ситуацій спілкування, мовленнєвого матеріалу у вигляді виразів класного вжитку та мовного фонетичного матеріалу.
The article focuses on the problem of the professional orientation of future English language teachers training at the University. The integral part of this process is formation of speech adaptation skills at English language classes. Some examples of recommended professionally oriented tasks have been given. While developing the tasks the appropriate topics and situations of communication, classroom English and phonetical material have been taken into account.
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Korankye, Priscilla. "Etude comparative des représentations des futurs enseignants et des enseignants débutants par rapport à leur formation professionnelle initiale en langues étrangères : le cas du Français au Ghana et de l'anglais au Togo." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAG033/document.

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Cette recherche, inscrite dans le champ de l’éducation comparée, étudie les représentations sociales que se font les futurs enseignants et les enseignants débutants de français au Ghana et d’anglais au Togo par rapport à leur formation professionnelle initiale. Notre cadre théorique est construit principalement autour de la théorie des représentations sociales, la professionnalisation et le rapport au savoir. Par le biais de l’approche compréhensive de l’éducation comparée qui se donne pour objet de comprendre les phénomènes dans leurs contextes, sans chercher à transférer des pratiques d’un pays à l’autre, nous cherchons à comprendre si la formation professionnelle octroyée parvient à mener les futurs enseignants de ces langues à l’acquisition des compétences professionnelles suffisantes pour l’exercice de leur métier. Sur le plan méthodologique, la recherche privilégie une démarche hypothético-déductive. Nos données empiriques se composent de 40 entretiens semi-directifs dont 30 (15 par pays), réalisés auprès de futurs enseignants et 10 (5 par pays), auprès d’enseignants débutants. Les données qualitatives ont fait objet d’une analyse de contenu thématique. Les résultats montrent que, la majorité des futurs enseignants et les enseignants débutants trouvent leur formation pratique insuffisante et peu professionnalisante. Cependant le public togolais se représente plus favorablement la formation théorique et le futur métier ou le métier en cours d’exercice, pour les enseignants débutants. Les résultats révèlent également qu’il existe une relation étroite entre le profil d’entrée des enquêtés et leurs représentations envers la formation ainsi que l’exercice de l’activité professionnelle
This research is founded in comparative education and studies the social representations of future and beginning foreign language teachers in Ghana against those in Togo with respect to their initial professional training. The study is inspired mainly by the theory of social representations, professionalization and by the concept of relationship to knowledge. Using a comprehensive approach of comparative education that focuses on understanding phenomena in their contexts, without intending a transfer of practices from one country to another, we seek to determine whether the available training programs prepare the subjects adequately toward acquisition of professional skills and career readiness. The study privileges hypothetic-deductive approach. Our empirical data consists of 40 semi-structured interviews of which 30 (15 from each country) collected from future teachers and 10 (5 from each country) from beginning teachers. The qualitative data is analyzed using content analysis. Results show that a majority of future and beginning teachers find their practical training insufficient and not career centered. In spite of this fact, contrary to the Ghanaian public, the Togolese public has positive representations in respect to their theoretical training and career readiness. The results equally reveal that there is a close relationship between teachers' profile prior to training and their representations as regards their training and their career readiness
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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Vicente-Rasoamalala, Leticia. "Teachers' Reactions to Foreign Language Learner Output." Doctoral thesis, Universitat de Barcelona, 2009. http://hdl.handle.net/10803/1675.

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OF THE DISSERTATION:

"Teachers' Reactions to Foreign Language Learner Output"

BY: Leticia Vicente-Rasoamalala

TEXT:

A series of theoretical and practical educational studies have suggested that learners need teacher assistance to progress in their learning. Therefore, a considerable amount of language classroom research has been concerned with the study of teacher activities, especially those focusing on their instructional methods.

In an attempt to contribute to this research area, the general objective of the dissertation is to develop a better understanding of one recurrent practice in formal FL instruction: how teachers react to FL learner output in classroom oral interactions. To this end, the formal features and phenomena involved in Teacher Reaction Episodes (TREs) are addressed. 'Teacher reactions' refer to any instructional strategies that handle language learner oral productions. In traditional SLA research, this teacher practice has been conceptually examined under the rubric of 'corrective feedback'.

This thesis covers multidisciplinary theoretical and methodological approaches related to TREs. Part I (Chapters 1-4) puts in perspective the general conceptual framework that underpins the empirical second part of the thesis. A literature review encompasses: i) general and specific components comprising TREs), ii) the features surrounding these instructional moves, iii) their potential benefits for FL learner acquisition and, iv) the methodological frameworks previously used to examine teacher reactions.

We have identified the key questions that SLA research has addressed in relation to "Teacher Reactions to Foreign Language Learner Output" by covering different methods of enquiry such as:

1) SLA theories
2) Socioculturalism
3) FL classroom social interaction studies
4) Teacher reaction features in the light of SLA works

Part II (Chapters 5-8) describes microanalysis case studies carried out for observing and identifying the turns of TREs. Video data collected from two Senegalese international bilingual schools illustrate the differential effects of teacher reactions on FL learner uptake. Through corpus-based evidence from three immersion settings, an attempt is made to discover conditions and means for felicitous TREs in acquisitional terms. The term "immersion" refers to the teaching approach in which students receive academic instruction of core content subjects in a language that is not usually their mother tongue (Wesche, 2001).

Specifically, 3 language teachers were observed with their students in their FL immersion classrooms in three main differentiated learning settings, which involve different levels and languages: i. Advanced English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 1); ii. Intermediate English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 2); iii. Spanish as L3 immersion (Years 9 and 10) at the secondary school (Setting 3) In order to conduct further research in the area of teacher feedback (Lyster & Mori, 2006; Lyster & Ranta, 1997), this study has focused on teacher reactions to foreign language learner output in such peculiar formal instruction (FI) learning contexts. A total of 14 lessons were observed to this end in each classroom year level.

This part of the dissertation has been theoretically and methodologically framed into one hybrid approach covering diverse complementary perspectives. For instance, the SLA social interactionist views, socioculturalism, Conversation Analysis and ethnomethodology. In methodological terms, this study aimed at:

1) describing the way(-s) in which learners and teachers verbally and non-verbally engage didactic negotiations during TREs;

2) identifying how TREs might be salient for language acquisition in engaging learner noticing of their deviant target language forms;

3) investigating if learners engage after teacher interventions, pay attention to their errors, and if they might fruitfully self-repair;

4) surveying teacher and learner beliefs on TREs.

The results seem to reflect certain trends in relation to the error types, the kinds of teacher reactions and the immersion settings, classroom years and levels vis-à-vis learner uptake. Globally, learners receiving metalinguistic feedback appear to generate more uptake than those receiving recasts.
EXTRACTO DE LA TESIS:

TÍTULO: Reacciones docentes ante el output de los aprendices de lenguas extranjeras

TEXTO:

Una serie de estudios teóricos y prácticos que versan sobre aspectos educativos han postulado que el soporte del profesor es necesario para la progresión del aprendizaje de los estudiantes. Por esta razón, un número considerable de trabajos ha indagado sobre las actividades docentes haciendo especial hincapié en los métodos didácticos aplicados con el fin de examinarlas.

En un intento de contribuir en esta área de investigación, el objetivo general de esta tesis es profundizar en una práctica docente recurrente en la enseñanza de idiomas. Se trata de las reacciones de los profesores ante el output de los aprendices que tienen lugar durante las interacciones orales en las aulas de lenguas extranjeras. En particular, se pretende examinar los rasgos formales de los "episodios de reacciones docentes" (ERD) y los fenómenos circundantes que se manifiestan en ellos. Las "reacciones docentes" se refieren a la totalidad de estrategias didácticas verbales y no verbales que se despliegan ante las producciones orales de los aprendices de idiomas. Tradicionalmente, el campo de la adquisición de lenguas segundas examina de manera conceptual esta práctica docente como "feedback correctivo".

Este trabajo contextualiza los estudios teóricos y metodológicos multidisciplinarios afines con los ERD abarcando: i) los componentes generales y específicos de los episodios de reacciones docentes, ii) las condiciones que rodean estas acciones, iii) los beneficios potenciales para el aprendiz en relación con el "feedback" o la retroalimentación docente en diferentes contextos de adquisición de lenguas y iv) los marcos metodológicos previamente aplicados para examinar las reacciones del profesor o del instructor de lenguas.

Los datos recogidos mediante una videocámara en dos escuelas bilingües internacionales privadas de Senegal ilustran los efectos diferenciados de las reacciones docentes sobre las producciones subsiguientes ("uptake") de los aprendices. A través de un corpus basado en datos empíricos extraídos de tres contextos de inmersión, se ha intentado hallar las condiciones y los recursos que podrían posibilitar que las reacciones docentes ante el output de los aprendices de idiomas sean más facilitadoras en términos de adquisición. En el presente estudio, la provisión de feedback metalingüístico pareció generar más "uptake" por parte de los aprendices que en el caso de las reformulaciones.
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Harrison, Elizabeth Anne. "Instructional choices of Mississippi foreign language teachers." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11082006-165055.

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Oldham, Seth. "Foreign language teachers’ perceptions of observational feedback." Kansas State University, 2016. http://hdl.handle.net/2097/32552.

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Master of Arts
Department of Modern Languages
Mary T. Copple
Though the subject of recent national attention and various in-depth investigations, the most effective approach to teacher evaluation in the United States is still an issue of debate. The latest research focuses on evaluation of teachers of core content areas like math, science and reading, but evaluation of foreign language teachers and programs receives comparatively little attention in the literature. This study examines issues related to observational feedback particular to the foreign language teaching context using data collected from teachers and administrators in large public school districts in Kansas. Survey data reveals that while public school foreign language teachers are generally satisfied with observational feedback concerning classroom behaviors, such as teacher-student interaction and behavior management, they often report receiving no feedback in the areas of curriculum planning or instructional techniques particular to their content area. Administrators report focusing on preparedness and classroom management during observations. Gaps identified in observational feedback are discussed and changes to observation practices are suggested.
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Top, Ercan. "Evaluation Of Preservice Foreign Language Teachers&#039." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1063676/index.pdf.

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This study evaluated Department of Foreign Language Education students&
#65533
perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T&
#65533
s six sub standards -technology operations and concepts
planning and designing learning environments and experiences
teaching, learning, and the curriculum
assessment and evaluation
productivity and professional practice
social, ethical, legal, and human issues- were investigated in the study. 383 students participated in the study. 103 of them were freshmen, 98 of them were sophomores, 96 of them were juniors, and 86 of them were seniors. Besides, 96 of them were males, while 287 of them were females. This study was designed as a cross-sectional survey study. In order to collect the data, a survey, consisted of 44 Likert type, five point scale items, was developed by the researcher. The study results show that except for &
#65533
technology operations and concepts&
#65533
for which male students&
#65533
perceptions were higher than female students&
#65533
perceptions there was no significant difference between male and female students. There was no significant difference in &
#65533
technology operations and concepts&
#65533
across grade levels. There were no significant differences between freshmen&
#65533
s and sophomores&
#65533
perceptions for all of the sub-standards. In general, juniors&
#65533
perceptions on the competence of NETS-T were higher than freshmen&
#65533
s and sophomores&
#65533
perceptions, and seniors&
#65533
perceptions were higher than all of the other grade levels&
#65533
perceptions. As a result, the findings of the study indicated that students&
#65533
perceptions related with their competencies in the NETS_T needs to be increased.
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Al-Rubaie, Reem. "Future teachers, future perspectives : the story of English in Kuwait." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/119730.

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In Kuwait, the English language is increasingly gaining importance signifying globalisation and internationalisation of the local culture and linguistic environment. Alongside the positive effects of the wide-spread usage of English there are negative tendencies which emerge onto the scene. This thesis is concerned with the educational aspects of such influences where it explored trainee teachers’ conceptualisations of English as an international / global language, and examined the implications of current views of English for teacher preparation in light of the most recent methodological trends such as global English delivery, expansion of teacher knowledge base, the introduction of linguistic rights and instructional policies to educational stakeholders, and the merging of language and culture in English language teaching. Through questionnaires and in-depth interviews the study found that the relationship between the local and global in Kuwait is a complex issue with social, educational and political implications. Multiple functions for English and its status within the local context were voiced and consequently alternative futures for Standard Arabic as the main source and medium of local literacy and language of academia against the background of rapid Anglicisation emerged. The results may attract the attention of Kuwait’s educational theorists and practitioners, and the hopeful outcome would be to inspire teachers to engage in critical thinking and challenge their realities; and encourage Kuwait’s educational policy makers to find a balance between the source and target languages/cultures, as well as bring to the foreground local expertise and knowledge.
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Books on the topic "Future foreign language teachers"

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Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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Training foreign language teachers: A reflective approach. Cambridge [England]: Cambridge University Press, 1991.

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Nishio, Yvonne Wong. Future. White Plains, NY: Pearson Education, 2009.

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H, McDonough Steven, ed. Research methods for English language teachers. London: Arnold, 1997.

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Differentiated instruction: A guide for foreign language teachers. Larchmont, NY: Eye On Education, 2006.

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Kohler, Michelle. Teachers as mediators in the foreign language classroom. Bristol: Multilingual Matters, 2015.

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Parrott, Martin. Grammar for English language teachers. Cambridge, England: Cambridge University Press, 2000.

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Grammar for English language teachers. 2nd ed. Cambridge, UK: Cambridge University Press, 2010.

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Wallace, Michael J. Action research for language teachers. New York: Cambridge University Press, 1997.

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Action research for language teachers. Cambridge [England]: Cambridge University Press, 1998.

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Book chapters on the topic "Future foreign language teachers"

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Sercu, Lies. "Chapter 10: The Future of Intercultural Competence in Foreign Language Education: Recommendations for Professional Development, Educational Policy and Research." In Foreign Language Teachers and Intercultural Competence, 160–81. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598456-012.

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Oberemko, Olga, Elena Glumova, and Alexey Shimichev. "Developing Foreign Language Regional Competence of Future Foreign Language Teachers: Modeling of the Process." In Advances in Intelligent Systems and Computing, 195–209. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11473-2_22.

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Slimani-Rolls, Assia. "Modern Language Teacher Identity Formation Through Engagement with Exploratory Practice: The Future Will Tell." In Negotiating Identity in Modern Foreign Language Teaching, 117–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27709-3_6.

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Li, Zhen. "CFL Teacher Identity Construction: A Core Element of Future Innovative Practice." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 177–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_10.

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Kubanyiova, Maggie. "Motivating language teachers." In Motivation and Foreign Language Learning, 71–89. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.04kub.

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Carr, Jo, and Anne Pauwels. "Teachers talking." In Boys and foreign language learning, 111–49. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501652_6.

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Hovhannisyan, Zara. "The Teachers of Critical Languages Program." In Foreign Language Education in America, 213–39. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_11.

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Coyle, Do. "Motivating teachers and learners as researchers." In Motivation and Foreign Language Learning, 51–69. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.03coy.

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Block, David. "French Foreign-Language Teachers in London." In Multilingual Identities in a Global City, 107–35. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501393_6.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 373–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

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Conference papers on the topic "Future foreign language teachers"

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Budnik, Anastasia S. "Intercultural Education Of Students – Future Foreign Language Teachers." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.9.

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Kosharna, Natalia, Olga Sytnyk, and Yuliia Labunets. "Formation of future teachers’ leadership qualities through learning a foreign language." In Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icseal-19.2019.46.

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Galinskaia, T. N. "SPECIFIC CHARACTER OF RESEARCH ACTIVITIES IN TRAINING FUTURE TEACHERS-BACHELORS OF A FOREIGN LANGUAGE." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/44.

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The experience in leading the research work of future teachers of a foreign language, for whom proficiency in English opens up the opportunity to use not only Russian-speaking but also foreign-language sources, allowed the author of the article to identify the main ethical difficulties that lie in wait for the majority of students: an attempt to literally translate scientific terminology, as well as undue distortion of scientific information from a foreign-language article.
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Sorokoumova, Galina V. "Formation Of Psychological Readiness To Voluteering Among Students – Future Foreign Language Teachers." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.8.

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Lipatov, V. M. "Formation of foreign language competence of future teachers by means of media technologies." In CURRENT TRENDS AND FACTORS OF THE DEVELOPMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-80-8-2.56.

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Bloju, Cristina Loredana. "Developing foreign language communication skills for the future teachers using the digital resources." In 2018 10th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2018. http://dx.doi.org/10.1109/ecai.2018.8678970.

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Osova, Olha, Tetiana Vakaliuk, Violetta Panchenko, Svitlana Didkivska, and Valerii Kontsedailo. "Formation of Future Foreign Language Teachers’ Linguistic and Methodological Competency Using Digital Technologies." In International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.033.

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Deryabina, Svetlana. "A Foreign Language Teacher’s Professiogram In The Digital Era." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.65.

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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.

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The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project
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Dubakov, Artyom, Julia Olar, and Tatyana Khilchenko. "LINGUODIDACTIC WEBQUEST: THE ESSENCE, STRUCTURE AND POSSIBILITIES IN VOCATIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0346.

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Reports on the topic "Future foreign language teachers"

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Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3255.

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The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Lawrence, Sarah. An Exploration of the Value of Future TESOL Teachers Reflecting on their Pasts as Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6822.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Kravtsov, Hennadiy M., and Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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Bulatetska, Lesya V., Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko, Tetyana I. Cheprasova, and Andrey V. Pikilnyak. Operation system features and cloud services for lecturer work. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4443.

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Abstract:
The work proposes a conception of setup and use of teacher’s or lecturer’s workspace using common software and hardware products. The research object is a system built by using operating system capabilities in conjunction with office suite and public cloud service, as a foundation for teacher’s digital workspace. Research is made on how to set up, scale, and operate such a system, by studying the experience of national and foreign scientists and teachers, and using our own experience in educational processes, and working with operating systems and cloud services. As a result, we got a system which is easy to set up, learn, and apply by teachers without significant experience working remote education systems, and could be used for initial learning of remote education principles. It could be used as an initial step before migrating to specialized remote education systems. In the future, the system itself could be improved by adding additional objects into the system and a higher integration level between objects and external subjects.
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