Relevant bibliographies by topics / Professionally oriented foreign language

Contents

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

Academic literature on the topic 'Professionally oriented foreign language'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Professionally oriented foreign language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Professionally oriented foreign language"

1

Aubakirova, G., E. Volodina, and S. Kalieva. "Personally-Oriented Approach in Teaching Professionally-Oriented Foreign Language." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 123, no. 2 (2018): 44–51. http://dx.doi.org/10.32523/2616-678x-2018-123-2-44-51.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Кim, О. V., O. A. Gudkova, and O. A. Nikitina. "FORMATION OF THE SKILLS OF PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION OF FUTURE TEACHERS OF FOREIGN LANGUAGES." DULATY UNIVERSITY BULLETIN 2, no. 10 (2023): 14–21. http://dx.doi.org/10.55956/hoxv8557.

Full text
Abstract:
This article examines the issues of preparing a future teacher of foreign languages for professionally oriented foreign language communication. In view of the specifics and characteristics of professionally oriented foreign language communication, teachers of foreign languages need special training, since foreign language education is both a goal and a means of teaching in professional activities aimed at developing the competence and communicative competence of students. The article presents the content, results of a pedagogical experiment through a special course aimed at the formation of these skills.
APA, Harvard, Vancouver, ISO, and other styles
3

Muratbekovna, Mukasheva Bayan, Aydan Irgatoğlu, Golovchun Alevtina Anatolievna, and Karbozova Gulnara Kumisbekovna. "Facilitating the Formation of Foreign Language Professionally-oriented Competence through Problem-based Learning Technology of Non-linguistic Specialty Students." Novitas-ROYAL (Research on Youth and Language) 18, no. 1 (2024): 112–28. https://doi.org/10.5281/zenodo.10990367.

Full text
Abstract:
<strong> </strong>This study examines the effectiveness of problem-based learning (PBL) technology in forming a foreign language professionally oriented competence of students of non-linguistic specialities. It was conducted with 60 students divided into experimental and control groups, who were taught a professionally oriented foreign language. The experimental group used PBL technology, while the control group used traditional teaching methods. The pre-and-posttests results showed that both groups demonstrated significant improvements in learning a professionally oriented foreign language. However, the experimental group demonstrated a significant improvement in retention of acquired knowledge compared to the control group. In addition, PBL technology was very interesting for the participating students, and it motivated them to study foreign languages in a somewhat more professional manner. This study provides empirical data confirming the effectiveness of PBL technology as an innovative tool in teaching a professionally oriented foreign language and in the formation of foreign-language professionally oriented competence of students of non-linguistic specialities.
APA, Harvard, Vancouver, ISO, and other styles
4

Suchugova, Nataliya Yu. "FOREIGN LANGUAGE AS A TOOL OF ACQUIRING PROFESSION." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2021): 77–86. http://dx.doi.org/10.28995/2073-6398-2021-3-77-86.

Full text
Abstract:
The article deals with professionally oriented teaching of foreign languages in Universities according to the Program of teaching Design stu- dents (Environmental Design and Graphic Design Divisions). The author proves the worth of teaching foreign languages as a means of forming and developing a professional identity, a tool of communication and acquiring profession through studying foreign professional experience, joining universal professional interculture. Professionally-focused language learning significantly contributes to student’s conscious acquirement of professional linguistic communicative competence and growth of professionally oriented personality. The author suggests the analysis of content and didactics aspects of teaching professionally oriented language on the basis of the foreign language coursebook “Experiential Design”. Up-to-date authentic texts and video re- sources accompanied with assignments help future designers improve the skills of the foreign language. Information communications technology and multi- media projects are essential to develop students’ individual creative activity. Acquiring the skills of fluent foreign language for specific purposes adds value to the future specialists in the field of design.
APA, Harvard, Vancouver, ISO, and other styles
5

Chernysh, Valentyna. "LEVEL APPROACH TO MODERN PROFESSIONALLY ORIENTED LANGUAGE TRAINING FUTURE TEACHERS OF FOREIGN LANGUAGES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 60–64. http://dx.doi.org/10.17721/2415-3699.2018.8.16.

Full text
Abstract:
Nowadays levels of mastering foreign languages have the significant importance for standartisation and unified database of achieved levels in mastering any foreign language. The descriptors of each level allow every learner to define and evaluate his or her level of the developed foreign communicative competence. The purpose of the article is to overview different approaches to defining levels of development of foreign communicative competence and professionally oriented competence of teachers of foreign languages. To achieve the stated aims such tasks were carried out: defining levels of teachers’ professionally oriented competence and its correlation with levels of foreign languages mastering and defining the levels of foreign professionally oriented speaking, stating the correlation between levels of mastering a foreign language and stages of teaching foreign languages to teacher trainees at university. With the help of analyzing European documents and researches in psychology and pedagogy there were identified ways of defining and describing levels of communicative competence and their descriptors. On the basis of competence and level building approach the levels of formation of the professionally oriented competence in English speaking have been given. Levels of its formation were described according to the European Scales. Global Levels, Sublevels and “Plus Levels” have been introduced and categorized. “Plus” levels represent a strong performance of each level with more active participation in conversation. To sum up, standartisation of levels of the developed foreign communicative competence and professionally oriented competence in foreign speaking must be carried out within the Common European Framework of Reference for Languages. The most appropriate form of levels is three-level structure: the lowest level is a basic one, an introductory level of a foreign language professionally oriented speaking. It starts with the level A2; the second intermediate level is level B, and the most advanced level is C. Each level is subdivided into two sublevels A2, B1 and B2, C1 and C2 and is described in details by “Plus” levels.
APA, Harvard, Vancouver, ISO, and other styles
6

�������, E. Petrova, ������, and Nina Ilina. "Readiness Criteria of Medical Students for Professionally Oriented Oral Communication in Foreign Language." Standards and Monitoring in Education 4, no. 3 (2016): 20–24. http://dx.doi.org/10.12737/20197.

Full text
Abstract:
In the article approaches to determination of students� readiness to professionally oriented oral communication in foreign language are considered. The&#x0D; formation of students� readiness to professionally oriented oral communication in foreign language depends on the level of mastering by them theoretical&#x0D; components of psychology, linguistics and practical skills, including special sciences. Students� readiness to professionally oriented oral communication&#x0D; in foreign language is a professionally signifi cant quality and is considered, as unity of personal, theoretical and practical readiness. According&#x0D; to structural components of readiness the criteria refl ecting specifi cs of readiness to professionally oriented oral communication in foreign language&#x0D; are developed as means and conditions of preparation for it: motivation and profession, activity and speech, interpersonal communication, result and&#x0D; competitiveness. When developing criteria the main parameters are determined and levels of students� readiness to professionally oriented oral communication&#x0D; in foreign language are characterized.
APA, Harvard, Vancouver, ISO, and other styles
7

Bornovalova, N. V. "Professionally-Oriented Text of Pedagogical Discourse: Linguostructural Features." Moscow Pedagogical Journal, no. 2 (June 23, 2023): 111–20. https://doi.org/10.18384/2310-7219-2023-2-111-120.

Full text
Abstract:
Relevance. The author of the article focuses on the professionally oriented text of pedagogical discourse as a means of professionally oriented teaching of a foreign language to students of pedagogical specialty.Aim. To identify the selection of professionally oriented texts of pedagogical discourse based on the analysis of their linguostructural features.Methodology. During the study, methods of generalization, combination and analysis of scientific literature were applied.Scientific novelty / theoretical and/or practical significance. The scientific novelty of the research is in disclosing the complex concept of “professionally-oriented text of pedagogical discourse”; and in defining its essence and linguostructural features. The results of the research contribute to the theory of teaching reading in foreign languages and to the methods of teaching foreign languages at universities. The analysis of methodological manuals and specialized books on the subject of the research is carried out. The generalized material and conclusions can be used in further studying of the theme.Results. The article presents the main linguostructural features and characteristics of a professionally oriented text of pedagogical discourse, which is a means of developing the skills and abilities of professionally oriented foreign language reading, as well as a source of expanding the student's professional experience. Based on these characteristics, aspects were identified that should be taken into account when selecting professionally-oriented texts of pedagogical discourse.Conclusion. A professionally oriented foreign text is a means of forming the skills of professionally oriented foreign language reading, as well as a source of expanding the student's professional experience with the help of professionally significant information contained in this text. Taking into account the linguostructural features of such texts, the teacher needs to take into account the following criteria for their selection: richness in pedagogical and methodological terminology, structure, authenticity, degree of complexity of the text, problem sharpness, semantic correctness and semantic richness. The choice of professionally significant pedagogical texts in connection with the above criteria will stimulate an increase in the efficiency of mastering special pedagogical terminology, and further contribute to the successful preparation of students for the practical use of a foreign language and the skills and abilities of pedagogical activity.
APA, Harvard, Vancouver, ISO, and other styles
8

ZYUKOVA, Anna S., and Olesya A. SADOVNIKOVA. "Flexibility as a principle of teaching professionally oriented foreign-language reading in a fire-technical university." Culture and Safety 2 (2022): 32–39. http://dx.doi.org/10.25257/kb.2022.2.32-39.

Full text
Abstract:
The article is devoted to general theoretical issues of definition, features and characteristics of flexible professionally oriented foreign-language reading and its correlation with foreign-language real reading. Flexible professionally oriented reading is considered as a means of teaching a foreign language in a fire-technical university, which, along with foreign-language real reading, is one of the most effective means of working with authentic professionally-oriented texts, serves as a means of self-education and expanding professional horizons of future specialists.
APA, Harvard, Vancouver, ISO, and other styles
9

Rakhimbekova, G. O., and O. A. Zhumadillayeva. "ISSUES OF TEACHING STUDENTS OF NON-LINGUISTIC UNIVERSITIES A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE." BULLETIN 3, no. 391 (2021): 203–7. http://dx.doi.org/10.32014/2021.2518-1467.122.

Full text
Abstract:
The article discusses the issues of teaching professionally-oriented foreign languages to students of non-linguistic specialties, which are especially relevant due to the growing role of foreign language communication in the professional activities of modern professionals. The need for the formation and development of communication skills that are important for effective professional activity of students is indicated. The goals and objectives of teaching a foreign language in a professional direction are defined, attention is paid to the importance of its integration with special disciplines, ways to solve the difficulties that arise in the selection and learning process with an emphasis on the content of the necessary materials. In addition, the article analyzes the main factors of effective teaching of a professionally-oriented foreign language and describes the role of educational materials as a means of forming and developing students’ motivation to learn a professional foreign language.
APA, Harvard, Vancouver, ISO, and other styles
10

Zenya, Lubov, Svitlana Roman, and Olga Kolominova. "DEVELOPMENT OF PROFESSIONALLY ORIENTED PHONETIC COMPETENCE OF PRE-SERVICE TEACHERS IN THE COURSE OF FOREIGN LANGUAGE CLASSES." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 33 (2018): 155–74. http://dx.doi.org/10.17721/2663-6530.2018.33.11.

Full text
Abstract:
The problem of professionally oriented phonetic competence of pre-service teachers in the course of foreign language classes and classes of Practical Phonetics in a foreign language higher educational institution of a bachelor degree level is investigated. The need for further improvements of the given competence in the light of increased requirements towards the national system of professional foreign language pre-service teachers training of potentially top professionals in the current intercultural foreign language educational environment has been emphasized. Consequently, the essence and components of the competence i.e. phonetic skills, knowledge and awareness have been specified. Specific peculiarities of phonetic competence compared against other linguistic competencies have been defined, especially it sensitivity to interlanguage interference and its ability for linguistic fossilization. Conceptual basics of the proprietary methodology of professionally oriented foreign language competence are highlighted. Moreover, some examples of professionally oriented tasks, elaborated by the authors in compliance with the requirements for teaching materials selection and teaching process planning of foreign language classes and Practical Phonetics are provided.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Professionally oriented foreign language"

1

Гладуш, Ірина Анатоліївна. "Professionally oriented foreign language training: self-study optimization at technical universities." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15192.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Лесик, Ганна Володимирівна, Наталія Мар’янівна Духаніна, Hanna Lesyk та Nataliia Dukhanina. "Навчання іноземної мови з урахуванням майбутньої спеціальності". Thesis, Національний технічний університет України “Київський політехнічний інститут імені Ігоря Сікорського”, 2020. http://er.nau.edu.ua/handle/NAU/43719.

Full text
Abstract:
У публікації окреслено питання навчання іноземної мови як мови навчання майбутньої спеціальності або вивчення окремих модулів іноземною мовою. Акцентовано, що володіння іноземними мовами, є однією зі складових академічної компетенції студентів немовних спеціальностей. Доведено, що для успішної реалізації навчання іноземної мови важливою є мотивація та практичні триетапні вправи.
APA, Harvard, Vancouver, ISO, and other styles
3

Коробова, Юлія Володимирівна, та 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.

Full text
Abstract:
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.<br>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.
APA, Harvard, Vancouver, ISO, and other styles
4

Гурська, Олена Олександрівна, та Olena Hurska. "Cистема принципів професійно орієнтованого іншомовного навчання як передумова формування професійно важливих якостей майбутніх IT-фахівців у закладах вищої технічної освіти". Thesis, Національний авіаційний університет, 2019, 2019. http://er.nau.edu.ua/handle/NAU/39038.

Full text
Abstract:
У тезах розглядаються різноманітні принципи модернізації іншомовної професійної підготовки майбутніх ІТ-фахівців, до яких віднесено: принципи всебічної інтегративності, професійної мобільності, автентичності, випереджаючого розвитку. Головним завданням іншомовної підготовки майбутніх ІТ-фахівців є навчання професійно орієнтованої та практично спрямованої іншомовної комунікації, в результаті чого першочерговими стають: взаємозалежне формування і розвиток мовних навичок і умінь як основи іншомовної професійно-орієнтованої комунікації; орієнтація на практичне застосування мов у реальному інформаційному середовищі; широке залучення провідних фахівців в галузі інформаційних технологій до побудови та реалізації професійних проектів.<br>The theses consider a variety of principles for modernizing the foreign language training of future IT professionals, which include: the principles of comprehensive integrity, professional mobility, authenticity, advanced development. The main task of the foreign language training of future IT specialists is the training of professionally oriented and practically oriented foreign-language communication including the following priorities: interdependent formation and development of language skills and abilities as the basis of foreign language vocational communication; orientation to the practical use of languages in the real informational environment; widespread involvement of leading IT professionals in the design and implementation of professional projects.<br>В тезисах рассматриваются различные принципы модернизации иноязычной профессиональной подготовки будущих ИТ-специалистов, к которым отнесены: принципы всесторонней интегративности, профессиональной мобильности, аутентичности, опережающего развития. Главной задачей иноязычной подготовки будущих ИТ-специалистов является обучение профессионально ориентированной и практически направленной иноязычной коммуникации, в результате чего первоочередными становятся: взаимосвязанное формирование и развитие речевых навыков и умений как основы иноязычной профессионально-ориентированной коммуникации; ориентация на практическое применение языков в реальной информационной среде; широкое привлечение ведущих специалистов в области информационных технологий к созданию и реализации профессиональных проектов.
APA, Harvard, Vancouver, ISO, and other styles
5

Zhang, Yun. "TEACHERS’ SELF-EFFICACY BELIEFS IN RELATION TO PERCEIVED ENGLISH PROFICIENCY AND TEACHING PRACTICES: AN INVESTIGATION OF CHINESE PRIMARY ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3644.

Full text
Abstract:
Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL teachers’ perceived English proficiency, self-efficacy beliefs and teaching practices. The quantitative study surveyed 217 in-service primary EFL teachers. The descriptive results showed that: (1) EFL teachers varied in perceived English proficiency in terms of age, years of teaching experience and college major; (2) age and teaching experience did while college major didn’t make a difference for EFL teachers’ self-efficacy beliefs; (3) the surveyed EFL teachers, in general, had a greater preference to communication-oriented language teaching (COLT) than form-oriented language teaching (FOLT). The results from the correlational statistics showed that: (1) perceived English proficiency (PEP), on the whole, had a significant predictive effect on self-efficacy beliefs (SEB). It was striking that among the four skills (listening, speaking, reading, and writing) of English language, speaking had the most significant predictive effect on self-efficacy beliefs; (2) EFL teachers’ self-efficacy beliefs (SEB) had a predictive effect on COLT practices whereas not on FOLT practices; (3) The mediation model of showing the causal impacts of PEP (through SEB) on COLT was tested. i.e. Chinese primary EFL teachers’ self-efficacy beliefs played a complete mediating role between perceived English proficiency and communication-oriented language teaching. The findings of the present study added on the compelling evidence that self-efficacy beliefs matter in the realm of primary EFL teaching in China. In light of these findings, implications were generated to primary EFL teacher education and in-service EFL teacher training programs, such as courses related to improving English proficiency, especially speaking skills, should be offered for non-English major EFL teachers; training courses related to improving self-efficacy beliefs, especially on classroom management strategies, and the recommended communicative-oriented language teaching practices should be offered to pre-service and inexperienced in-service EFL teachers.
APA, Harvard, Vancouver, ISO, and other styles
6

Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина та Yuliia Anatoliivna Skarlupina. "Інформаційні технології у викладанні іноземних мов для спеціальних цілей". Thesis, НАУ, 2016. http://essuir.sumdu.edu.ua/handle/123456789/51238.

Full text
Abstract:
Професійно-орієнтоване навчання обумовлює використання активних форм і методів, які б дозволили імітувати професійну діяльність. При визначенні змісту навчання і підборі матеріалу мають бути враховані як потреби студентів, так і їх очікування. Одним із шляхів вирішення цієї задачі є використання інформаційних технологій. З точки зору викладання мов, переваги цього процесу є багаторівневими.<br>Профессионально-ориентированное обучение предполагает использование активных форм и методов, позволяющих имитировать профессиональную деятельность. При определении содержания обучения и подборе материалов необходимо учитывать как потребности, так и ожидания студентов. Одним из путей решения этой задачи является использование информационных технологий. С точки зрения преподавания иностранных языков, данный процесс обладает многоуровневыми преимуществами.<br>Professonally-oriented learning arises the necessity of using active forms and methods of teaching in order to imitate some kind of professional activity. Thus, students' demands as well as their expectations should be taken into consideration while determining the learning content and materials. Using information technologies can be one of the ways of solving this problem. In foreign languages teaching the advantages of this process can be seen at several levels.
APA, Harvard, Vancouver, ISO, and other styles
7

Backer, James A. "Multi-User Domain Object Oriented (MOO) as a High School Procedure for Foreign Language Acquisition." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/396.

Full text
Abstract:
Foreign language students experience added difficulty when they are isolated from native speakers and from the culture of the target language. It has been posited that MOOs (Multiuser domain Object Oriented) may help to overcome the geographical isolation of these students. MOOs are Internet-based virtual worlds in which people from all over the real world meet for synchronous textual conversations and can interact with asynchronous textual objects found there. Students who enjoy a MOO site may identify with its virtual target language community and find integrative motivation which the literature suggests is necessary for advanced language acquisition. This study focused on the affective nature of MOO. An experimental group of Israeli high school EFL (English as a Foreign Language) students experienced 12 academic hours at schMOOze University, a MOO site for students of English as a Second/Foreign Language. A control group employed normal EFL procedures, including reading comprehension passages, taped songs, class discussions, and grammar exercises. Using pretest and posttest questionnaires, participants indicated their anxiety about and motivation towards various EFL procedures and English class in general. (Motivation was divided into course-specific subconstructs: interest, relevance, expectation of success, and satisfaction.) The findings demonstrated some significantly positive attitudes towards using MOO as an EFL procedure, particularly for male students and those who felt proficient with computers. Nevertheless, the findings did not match the enthusiasm found in various position papers about MOO in Second/Foreign Language instruction. The experimental group gave significantly higher scores for relevance and expected success in regard to general EFL instruction. However, it gave MOO significantly lower scores in relevance and satisfaction as an EFL procedure when compared to the overall averages of the 13 other EFL procedures. No other major significant differences were found. External factors, which could not be compensated for by the experimental design, may have caused the discrepancy between tile position papers and the findings, Repeated, long interruptions of the research may well have produced feelings of discontinuity and frustration, rather than greater motivation, for students unfamiliar with the technology. Therefore, recommendations for further research include an experimental design with a more concentrated MOO experience.
APA, Harvard, Vancouver, ISO, and other styles
8

Kauffman, Donna Carey. "The effects of a goal-oriented syllabus on college-bound English as a second language (ESL) students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10192006-115600/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Коробова, Юлія Володимирівна, Світлана Миколаївна Коваленко, Yuliia Volodymyrivna Korobova та Svitlana Mykolaivna Kovalenko. "Курс «Адаптивне мовлення» як вибірковий компонент освітніх програм для майбутніх учителів англійської мови". ФОП Цьома С.П, 2021. http://repository.sspu.edu.ua/handle/123456789/11885.

Full text
Abstract:
Відповідно до Професійного стандарту за професіями «Вчитель початкових класів ЗЗСО», «Вчитель ЗЗСО» складовою мовно-комунікативної компетентності вчителя іноземної мови визначена здатність забезпечувати навчання учнів іноземної мови, а складовою предметно-методичної компетентності – здатність добирати і використовувати сучасні та ефективні методики і технології навчання, виховання і розвитку учнів. Навчальна дисципліна «Адаптивне мовлення вчителя англійської мови» спрямована на формування в майбутніх учителів АМ вмінь мовленнєвої адаптації, тобто однієї зі складових як мовно-комунікативної так і предметно-методичної компетентностей. Мовленнєва адаптація визначається як пристосування мовлення вчителя до рівня підготовки учнів з метою підвищення ефективності навчання та здійснюється шляхом модифікації мовлення вчителя, тобто його змін на різних лінгвістичних рівнях. Оволодіння майбутніми вчителями АМ вміннями мовленнєвої адаптації є ефективним шляхом оптимізації підготовки здобувачів вищої освіти.<br>According to the Professional Standard for professions "Primary School Teacher", "Teacher" the component of language and communication competence of a foreign language teacher is the ability to organize foreign language teaching, and the component of subject-methodological competence is the ability to select and use modern and effective methods and technologies of teaching, education and development of pupils. The course "Adaptive speech of an English teacher" is aimed at the development of future English teachers' speech adaptation skills, which is one of the components of both language-communicative and subject-methodological competencies. Speech adaptation is defined as the adaptation of teacher's speech to the level of preparation of pupils by modifying the teacher's speech at different linguistic levels in order to increase the effectiveness of language teaching. Mastering the skills of speech adaptation by future teachers is an effective way to optimize the training of higher education students.
APA, Harvard, Vancouver, ISO, and other styles
10

Yang, Ruijin. "Grammar and vocabulary testing in the senior high school entrance English test in China: A washback study from a learning oriented assessment perspective." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/203594/1/Ruijin_Yang_Thesis.pdf.

Full text
Abstract:
This project explored the positive and negative influence of a high-stakes standardised test of English as a Foreign Language on the teaching and learning of grammar and vocabulary in junior high schools in China through the lens of Learning Oriented Assessment. An exploratory sequential mixed methods research design was employed. Findings from classroom observations, teacher interviews, student focus groups, and a student survey showed complex washback results. The findings suggest that classroom interaction, involvement in assessment, feedback, and learner autonomy could play an important role in reconciling the inherent tension between summative assessment, teaching, and learning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Professionally oriented foreign language"

1

Avilova, Irina, Vyacheslav Norlusenyan, and Evgeniya Kazanskaya. English for Doctors = English for doctors. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1837050.

Full text
Abstract:
This textbook is based on the communicative methodology of teaching English and contains all the necessary materials for the development of professional communication skills in a foreign language. The purpose of the manual is to improve the professionally—oriented foreign language competence of students.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; It is intended for students of medical universities, residency students, postgraduates, as well as for doctors and medical specialists who plan to undergo an international internship or work in a specialty abroad.
APA, Harvard, Vancouver, ISO, and other styles
2

Al-Qattan, Futuh. Proposal for establishing a market-oriented training course in professional translation in Kuwait University throughinvestigating some problems of text production facing Arab native students in translation and foreign language classes. University of Salford, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Strasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. Clearinghouse on Rural Education and Small Schools, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lambert, Richard D. A national plan for a use-oriented foreign language system. National Foreign language Center at the Johns Hopkins University, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Clausing, Gerhard. Deutsch natürlich!: A communication-oriented first course. Houghton Mifflin, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mystkowska-Wiertelak, Anna, and Mirosław Pawlak. Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20856-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hussein, Lutfi. Levantine Arabic for non-natives: A proficiency-oriented approach. Yale University Press, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Professionally oriented foreign language"

1

Burov, Vladimir, Anna Kuzmina, Nina Popova, and Yuri Eremin. "Gamified Communication as a Didactic Tool for Mastering a Professionally Oriented Video Course in a Foreign Language." In The World of Games: Technologies for Experimenting, Thinking, Learning. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-48016-4_27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ivanova, Ekaterina, Marina Polyakova, Maria Abakumova, and Anna Bolshakova. "Implementing Face-To-Face Driver Approach to Teaching a Professionally Oriented Foreign Language to Non-linguistic Students." In Integration of Engineering Education and the Humanities: Global Intercultural Perspectives. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11435-9_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Serova, Tamara, Irina Perlova, Elena Pipchenko, and Yuliya Chervenko. "Intellect and Intellectual Speech-Thinking Activity of Technical University Students in Integrative Professionally-Oriented Technology of Foreign Language Learning." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_42.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kroon, Sjaak, Jinling Li, and Agnieszka Dreef. "Netherlands: Teachers’ Perspectives and Practices in Chinese and Polish Language and Culture Teaching." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_13.

Full text
Abstract:
AbstractThe Netherlands has a long history of immigration. One of the oldest groups are the Chinese and one of the most recent ones are migrants from Poland. Both groups have created clear infrastructures for functioning in the Netherlands. One element thereof are complementary schools, i.e., community run schools that teach Chinese/Polish language and culture to Chinese/Polish students with a migration background, mainly on Saturdays. The teachers in these schools are generally community members who are not necessarily qualified as language or culture teachers. An ethnographic approach to these teachers’ classroom practices and perspectives shows that their professional practical knowledge as reflected in the operational and perceived curriculum domain are oriented more toward highlighting and promoting their home country’s national history, identity, ideology and values than to preparing their students for living in the superdiverse society of the Netherlands in which Dutch language and culture, also for many Chinese-Dutch and Polish-Dutch students are dominant.
APA, Harvard, Vancouver, ISO, and other styles
5

Wen, Qiufang. "Foreign Language Teaching in China." In A Production-Oriented Approach to Teaching Foreign Languages. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65080-2_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Banerjee, Heidi Liu. "Approaches to Researching Learning-Oriented Assessment in Second and Foreign Language Classrooms." In Learning-Oriented Language Assessment. Routledge, 2021. http://dx.doi.org/10.4324/9781003014102-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Evsenkova, Anastasia, and Anna Belozerova. "Project-Oriented Foreign Language Training of Technical Students." In XV International Scientific Conference “INTERAGROMASH 2022”. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21432-5_97.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tkacheva, Irina A., Marina V. Lazareva, and Ludmila V. Yakovleva. "Teaching Students Professionally Based Foreign Language Communication in the Era of Digitalization." In Challenges and Solutions in the Digital Economy and Finance. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14410-3_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Siever, Holger, and Anne Simone Wehberg. "Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.13sie.

Full text
Abstract:
This chapter presents an empirical study conducted in foreign language classes and in translator training classes (Spanish–German). The main aim of the study was twofold: (1) to show whether methods used in translation classes could be used in foreign language classes to enhance foreign language competence; and (2) to show whether, and if so how, translation competence could be enhanced by using action-oriented methods in translator training classes. So, instead of beginning class by analysing the source text’s features and then translating the source text right away, students first discussed the topics and culture-specific items mentioned in the source text. The resulting translations based on the respective action-oriented translator training classes were also better than those of students who attended “traditional” translation classes.
APA, Harvard, Vancouver, ISO, and other styles
10

Nam, Yunjung, and Hakyoon Lee. "An exploration of beginner-level Korean learners' perceptions and participation in collaborative writing tasks for learning-oriented assessment." In Enhancing Beginner-Level Foreign Language Education for Adult Learners. Routledge, 2022. http://dx.doi.org/10.4324/9781003058441-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Professionally oriented foreign language"

1

Ageeva, Juliya. "PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TEACHING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0352.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Omelyanenko, Tatiana. "Professionally Oriented Foreign Language: Interdisciplinary Teaching." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.65.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Timkina, Yuliya. "Professionally Oriented Cases In Foreign Language Training." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.106.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lukina, Oksana, Anheliena Dubskikh, Yulia Savinova, and Ann Butova. "ORIENTED FOREIGN LANGUAGE E-COURSES: ELABORATION AND ASSESSMENT (BASED ON EXTEND PROJECT EXPERIENCE)." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-136.

Full text
Abstract:
In the modern world the role and the quality of the international communication has changed greatly. In the past decades globalization of economy, science and development of communicative technologies resulted in expansion of international connections and engaging a great number of scientists, teachers, students and staff of national and international companies into international communication. The professional activity of all these people is impossible without foreign language proficiency. Thus, communication in foreign languages is becoming a key component of future professional activity. In this regard, the role of the discipline "Foreign Language" in non-linguistic higher educational institutions has been significantly increased. A professionally-oriented approach to teaching a foreign language in technical universities is becoming especially relevant nowadays. This approach includes building students' foreign language capacity in specific professional, business and scientific situations, taking into account the peculiarities of professional thinking. The professionally-oriented education involves mastering professionally-oriented foreign language as well as developing personal traits of learners, their knowledge of the culture of the English speaking countries, and acquiring special skills, based on professional and linguistic knowledge. The use of new information technologies in teaching is one of the most important aspects of improvement and optimization of the educational process, upgrading of teaching tools and methods, which will allow to vary methods of work and make the learning process more interesting and exciting for students. The goal of the research is to examine new ways of using ICT in the process of elaboration of a new course "Professionally-Oriented Foreign Language" by the lecturers of NMSTU. The authors emphasize that ICT serve not only as a means to deliver materials, but as a means of control as well. They provide a high quality of the material presentation and use various communicative channels (textual, sensory, graphic, sound, etc). New technologies enable us to individualize and intensify the learning process, overcome the psychological barrier of a learner, who is not able to use the language as a means of communication. One more positive aspect of using ICT in the educational process is its ability to make the process of learner's assessment more objective (tasks with pre-set criteria of assessment help to avoid subjectivity of assessment).
APA, Harvard, Vancouver, ISO, and other styles
5

Panova, S., A. Shapovalova, A. Gevorgyan, and Elena Maklakova. "Professionally oriented foreign language teaching for non-linguistic university students." In SCIENCE TRANSFORMS REALITY – 2024. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2024. http://dx.doi.org/10.58168/reality2024_170-175.

Full text
Abstract:
The article provides examples of using a model of working with students when studying a foreign language at an agricultural university through the use of a model of professionally oriented training. An analysis of employers' requirements for the level of knowledge and competencies of future specialists is provided. Examples of material selection and individualization of the educational process are revealed, taking into account the direction of preparation of each individual group. Theoretical foundations are considered that reveal the importance of the transition to learning a foreign language within the specifics of the chosen profession. The analytical component in the article characterizes the main problems of students at a non-linguistic university studying a foreign language. An example of the organization of educational activities is given that promotes the formation of professional and business communication skills through the use of modeling communicative situations, taking into account the future professional activities of students.
APA, Harvard, Vancouver, ISO, and other styles
6

Gridneva, Bella Olegovna. "Professionally Oriented Foreign Language Teaching In A Technical University." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.277.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kapustina, O. N. "Professionally-oriented teaching of Russian as a foreign language." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Chizh, Roman N. "CONTENT COMPONENT OF TEACHING FOREIGN LANGUAGE PROFESSIONALLY ORIENTED DISCOURSE TO STUDENTS OF NON-LINGUISTIC AREAS OF TRAINING." In II All-Russian scientific-practical conference with international participation "Translation and foreign languages in the global dialogue of cultures". St. Petersburg State University, 2024. http://dx.doi.org/10.21638/11701/9785288064289.23.

Full text
Abstract:
The article is devoted to the description of the issue concerning the formation of a foreign language professionally oriented discourse of students-future economists and lawyers in foreign language classes, the structure of professionally oriented discourse, the system of lessons aimed at developing skills in this field.
APA, Harvard, Vancouver, ISO, and other styles
9

Vorob’eva, I. A. "TEACHING A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE AT A UNIVERSITY UNDER THE CONDITIONS OF NEO-INDUSTRIAL ECONOMIC DEVELOPMENT." In New forms of production and entrepreneurship in the coordinates of neo-industrial development of the economy. PD of KSUEL, 2020. http://dx.doi.org/10.38161/978-5-7823-0731-8-2020-211-216.

Full text
Abstract:
The article is devoted to professionally-oriented a foreign language teaching at a university, which today is one of the links of training a competitive specialist. The author describes the meaning of practical application of a foreign language. The problem of searching a way to improve the quality of foreign language teaching of university students is considered. A foreign language is considered as a means and as a way to improve the professional competence of a university student.
APA, Harvard, Vancouver, ISO, and other styles
10

Ivleva, Marina L., Nonna L. Bagramyants, and Vitaly Yu Ivlev. "Experience in Developing Socio-cultural Language Competence in Professionally Oriented Foreign Language Teaching." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.315.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Professionally oriented foreign language"

1

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.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
2

GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

Full text
Abstract:
This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in universities.
APA, Harvard, Vancouver, ISO, and other styles
3

Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

Full text
Abstract:
The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
APA, Harvard, Vancouver, ISO, and other styles
4

Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

Full text
Abstract:
The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Professionally oriented foreign language' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography