Relevant bibliographies by topics / Professionally oriented foreign language learning

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Academic literature on the topic 'Professionally oriented foreign language learning'

Author: Grafiati
Published: 30 May 2022
Last updated: 19 July 2025

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Journal articles on the topic "Professionally oriented foreign language learning"

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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.

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<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.
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Akramov, Shukhrat. "VARIABLE APPROACH TO FOREIGN LANGUAGE EDUCATION AT A HIGHER INSTITUTION." American Journal of Social Science and Education Innovations 6, no. 6 (2024): 28–32. http://dx.doi.org/10.37547/tajssei/volume06issue06-05.

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Variable approach to foreign language teaching aims to develop the secondary language personality of future specialists, ensures professionally oriented research, individualizes the training process and encourages students to self-train in foreign languages. It is necessary to create a diverse educational space, an individual learning path. Applying a variable approach in a higher education institution will focus on the language skills, personal and professional interests, cognitive learning styles and psychological characteristics of students, it will improve foreign language learning motivation and ensure better language training for future professionals.
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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.

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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.
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Aleshchanova, I. V., N. A. Frolova, and M. R. Zheltukhina. "Teaching resources in professionally oriented foreign language learning." IOP Conference Series: Materials Science and Engineering 483 (March 20, 2019): 012038. http://dx.doi.org/10.1088/1757-899x/483/1/012038.

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Voronina, Daria K., and Svetlana E. Tsvetkova. "Implementation of the principle of learning though speech patterns in profile-oriented foreign language training." IKBFU's Vestnik. Series: Philology, Pedagogy, Psychology, no. 3 (2024): 95–108. http://dx.doi.org/10.5922/vestnikpsy-2024-3-9.

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One of the leading special methodological principles of professionally-oriented foreign language training — the principle of teaching based on speech patterns of a specific subject area — is highlighted. A theoretical analysis of the essence of this principle, its place and role in the system of principles of professionally-oriented foreign language teaching is presented, along with an attempt to practically implement this principle in the content of English language teaching for the subject area “Information Technology”. To achieve the goal: 1) the concept and essence of speech patterns in a specific professional field are specified; 2) similarities and differences in the use of the terms “speech pattern”, “speech template”, “speech cliché” are analyzed; 3) specific conditions for the implementation of the principle in practical pedagogical activities in professionally-oriented foreign language classes are determined; 4) the sequence of methodological and educational actions during foreign language training based on speech patterns of a specific subject area is described; 5) a practical implementation option of the principle for the purposes of professionally-oriented foreign language teaching for students in the field of information technology is proposed. The study concludes that the quality of such foreign language training indicators as visibility, authenticity, time efficiency, functionality, and complexity (multi-aspect nature) is improved in the process of forming professionally-oriented speech skills and developing students’ speech abilities.
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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.

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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.
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Antufieva, Viktoriia, Hanna Holubova, Alla Lisovska, Karyna Kuleshova, and Larysa Oriekhova. "Professionally-oriented Discourse in Foreign Language Teaching in HEIs." World Journal of English Language 13, no. 4 (2023): 61. http://dx.doi.org/10.5430/wjel.v13n4p61.

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Objective: The peculiarities of professionally oriented discourse in teaching a foreign language in High Education Institutions are a key factor in improving knowledge of the subject matter and developing students' professional competencies. In modern realities, the use of lexical and semantic groups and professional terminology is becoming increasingly important to improve mastery of the educational material and the possibility of implementing the acquired skills in practical activities. The research aims to conduct an analytical study of the theoretical and methodological foundations of professionally oriented discourse and the peculiarities of its use in teaching a foreign language in High Education Institutions. Such a policy can improve the peculiarities of teaching professionally-oriented discourse, which is an important segment in learning a foreign language. Moreover, it can also improve approaches to organizing the learning process.Methods: Using scientific research methods, the article presents logically consistent material on the development and feasibility of implementing High Education Institutions policy with an increased focus on mastering professional-oriented discourse as a condition for further employment of students and improvement of their professional competencies.Results: Attention is paid to the theoretical provisions of professionally oriented discourse and its quality of development in modern realities. The results of the study can be useful in formulating policies for organizing the educational process and ensuring the improvement of the quality of education in modern globalization processes. The article investigates the peculiarities of the educational process and typifies the key elements of professionally oriented discourse, taking into account the development of modern information technologies.Conclusions: Recommendations for the formation of the most relevant skills for students in mastering professionally oriented discourse in learning a foreign language are given.
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SEMENOVSKA, L. "FEATURES OF PREPARATION OF PH. D. FOR PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION." Pedagogical Sciences, no. 78 (December 29, 2021): 57–61. http://dx.doi.org/10.33989/2524-2474.2021.78.249811.

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Based on analysis of the fundamental pedagogical, philological, philosophical, psychological works (L. Andreyko, Y. Baklazhenko, A. Kirsanova, O. Kovalenko, Yu. Lavrysh, O. Osova, S. Nikolaeva, Y. Passova, Y. Skarlupina, I. Unt, etc.) found that one of the strategic tasks of postgraduate training is the formation of skills of professionally oriented communication.Proved that the development of new communication tools and the organization of business on a technologicalbasis highlighted the need for direct and indirect foreign language communication of specialists of various professions on the basis of activating the cognitive processes of students. The study found that in the modern system of organizing foreign language teaching for graduate students, the emphasis shifts from learning to translate professionally oriented texts to learning a foreign language as a tool for professionally oriented communication. This is reflected in the content of educational and research programs, which defines communication as the target dominant.Investigation of the nature and specifics of preparation of graduate students for professionally oriented foreign language communication shows that the following ideas are especially valuable: to increase the motivation of students to learn foreign languages; to promote the study of foreign languages throughout life; to carry out correction of educational programs taking into account requirements of the modern labor market and tendencies of development of specialties; use foreign languages in teaching non-linguistic disciplines; to introduce technological innovations in the process of teaching foreign languages; to promote international academic mobility and closer cooperation between both teachers and students; to promote participation in the language development program for international communication in accordance with the specifics of the national education system, etc.
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Adolf, V. A., and G. V. Yurchuk. "Quantitative Estimation of the Formation of Professionally Oriented Language Competence of the Medical Students." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 1 (2013): 80–86. http://dx.doi.org/10.18500/2304-9790-2013-2-1-80-86.

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The article reviews the problem of professionally - oriented language competence formation in students due to development of professional competence while learning a foreign language. Considering this fact, we have organized information-cognitive activity in studying a foreign language aimed at the formation of professionally - oriented language competence. For the solution of the given problem we choose ways to promote the development of professionally - oriented language competence such as: verbally-dialectic teaching method, a set of professional texts and situational problem tasks. Organization of informatively-cognitive activity for introduction of the created pedagogical provision allowed to improve the level of professionally – oriented language competence, which is confirmed by the obtained analysis results.
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SEMENOVSKA, L. "INNOVATIVE TECHNOLOGIES IN PREPARATION FUTURE SPECIALISTS FOR PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION." Pedagogical Sciences, no. 79 (September 19, 2022): 54–59. http://dx.doi.org/10.33989/2524-2474.2022.79.264541.

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Based on analysis of the fundamental pedagogical, philological, philosophical, psychological works (A. Vitsyuk, O. Kovalenko, Y. Lavrysh, R. Lozanov, O. Osova, Y. Passov, etc.) the theoretical and methodological principles of using innovative technologies for training future specialists for professionally oriented foreign language communication are substantiated. The author describes the main approaches, principles and didactic possibilities of technological innovations in the training future specialists’ field for professionally oriented foreign language communication.The study found that future specialists` preparation for professionally oriented foreign language communication with the use of innovative pedagogical technologies has a fundamental and interdisciplinary nature; іt is studied by a wide range of scientific research areas. At the same time, it should be noted that the methodological and didactic aspects of the problem need further improvement. It was found that the preparation of future specialists for professionally oriented foreign language communication is a holistic, dynamic process of subject-subject interaction aimed at forming students’ readiness to use technological innovations in future professional activities that integrate learning, language and innovation competencies. Technological innovations in the field of training future specialists for professionally oriented foreign language communication are treated as a set of new methods, techniques, tools, forms of education, specially organized and aimed at implementing an innovative pedagogical process that provides foreign language communicative competence. As a result of studying the problem, the peculiarities of the use of innovative technologies of training future specialists for professionally oriented foreign language communication were revealed. This is reflected in the shift of emphasis: the teacher performs the mission of moderator, coach, tutor, facilitator in the learning process. A characteristic feature of the implementation of innovative technologies for training future specialists for professionally oriented foreign language communication in higher education institutions is their orientation towards the implementation of subject-subject educational activities of teachers and students, intensification of foreign language activities based on cooperation and co-creation strategies.
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Dissertations / Theses on the topic "Professionally oriented foreign language learning"

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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.

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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.

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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.
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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.

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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.
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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.

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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.
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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.

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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.<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.
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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.

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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.
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Осипенко, Є. О. "Особливості перекладу науково-технічних текстів на матеріалі сфери комп’ютерних технологій". Master's thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/75319.

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Дипломна робота присвячена вивченню особливостей перекладу науково-технічних текстів у сфері комп'ютерних технологій. У ході дослідження були розглянуті відмінні риси науково-технічних текстів, їх стилістичні та лексико-граматичні особливості. Сфокусовано увагу на дослідженні специфіки перекладу науково-технічних текстів, окреслено труднощі їх перекладу та розкрито можливості використання результатів роботи у викладанні іноземної мови.<br>Дипломная работа посвящена изучению особенностей перевода научно-технических текстов в сфере компьютерных технологий. В ходе исследования были рассмотрены отличительные особенности научно-технических текстов, их стилистические и лексико-грамматические особенности. Сфокусировано внимание на исследовании специфики перевода научно-технических текстов, определены трудности их перевода и раскрыты возможности использования результатов работы в преподавании иностранного языка.<br>The thesis deals with the translational features of scientific and technical texts in the field of computer technology. It defines the distinctive stylistic and lexical-grammatical peculiarities of scientific and technical texts, outlines the difficulties of their translation and reveals the ability to use the results of the work while teaching the foreign language.
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Oyetoyan, Oludamilola Iyadunni. "Towards vocational translation in German studies in Nigeria and beyond." Doctoral thesis, Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-206869.

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Innerhalb des Faches ‚Auslandsgermanistik‘ existieren bislang keine einheitlichen überschaubaren Richtlinien und Handlungsschritte für die Lehre des berufsorientierten Übersetzens auf allen sprachlichen Leistungsniveaus in Fremdsprachenstudien. Trotz der Einbeziehung der Sprachmittlung in den Gemeinsamen Europäischen Referenzrahmen (GER), ist hier ein professioneller Gebrauch der sprachmittlerischen Fertigkeiten in der Auslandsgermanistik nicht einbezogen (Fitzpatrick 1997:66). Daraus folgt die noch existierende Trennung der Fertigkeiten, die in den Fächern Übersetzungswissenschaft und Fremdsprachenstudien (im konkreten Fall hier: Auslandsgermanistik) zu trainieren sind. Weitere Folgen solcher Abgrenzungen lassen sich in einem sich noch entwickelnden Land wie Nigeria finden. In diesem Land gibt es aufgrund der Nichtverfügbarkeit von qualifizierten Lehrenden im Fach ‚Übersetzen‘ (de-en, en-de) keine funktionale Übersetzerausbildung, es fehlt auch eine Berufsorientierung im Germanistikstudium für nigerianische Germanistikstudierende. Außerdem bedürfen die Wirtschaftsbeziehungen zwischen Nigeria und Deutschland einer funktionierenden und belastbaren ‚Arbeitsbühne‘, die die Weiterentwicklung der Wirtschaft im Bereich der sprachlichen Dienstleistungen fördert und nicht, wie bisher, einschränkt. In dieser Dissertation wurde daher untersucht, wie das berufliche Übersetzen im Rahmen einer berufsbezogenen Fremdsprachlehre eingebunden werden kann. Am Beispiel des Germanistikstudiengangs in Nigeria lässt sich das anpassungsfähige Modell eines berufspraktischen Lehrplans zum Übersetzen ‚VOTT‘ als Zusatz zu den schon bestehenden Lehrplänen entwickeln.
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Turkestani, Mervat. "Enseigner/apprendre le français langue étrangère autrement : expérimentation de la pédagogie du projet pour un public saoudien. Étude de cas à l'Université Roi Abdul Aziz à Djeddah (Arabie Saoudite)." Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00727289.

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Langue optionnelle, intervenant seulement au niveau de l'université, le français n'attire que peu d'étudiants en Arabie Saoudite, et ses modalités d'enseignement transmissives ne suscitent guère la motivation. Cherchant comment améliorer son enseignement, comment enseigner autrement cette langue, comment initier une pratique vivante de la langue et obtenir des apprentissages durables, nous nous sommes orientée vers la pédagogie du projet. Nous avons ainsi, dans la section féminine de français de l'Université Roi Abdul Aziz, pu tester la faisabilité d'une introduction de cette méthodologie, et mettre à l'épreuve son efficacité dans le cadre d'un projet de promotion de la cuisine du Moyen-Orient. Cette expérimentation a eu lieu au cours du deuxième semestre de l'année 2010-2011 avec douze étudiantes de niveau A2. Inscrit dans une perspective actionnelle, ce projet supposait la réalisation d'un certain nombre de tâches, et intégrait les TIC. Il s'agissait en effet de produire un livret électronique de cuisine et de le diffuser sur des sites culinaires francophones. À l'aune des résultats de cette étude de cas, force est de reconnaître que l'introduction de la pédagogie du projet se heurte, dans ce contexte particulier, à certaines limites (des obstacles dus aux représentations, au contexte socioculturel, au fait qu'il s'agisse pour les apprenantes comme pour l'enseignante d'une expérience inédite, et surtout au manque de temps). Mais, il s'avère également que les étudiantes ont su s'approprier cette nouvelle pédagogie, saisir cette occasion de concrétiser leurs apprentissages, de travailler en équipe, d'apprendre en agissant et de réinvestir leurs compétences non langagières.
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Godinho, Lídia Manuela Pedro. "Aplicação da dramatização em aula como instrumento para o aperfeiçoamento da oralidade no ensino da língua materna (Português) e da língua estrangeira (Espanhol)." Master's thesis, 2015. http://hdl.handle.net/10362/14953.

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O tema do presente relatório é a dramatização como um procedimento didático nas aulas de língua – dramatização, enquanto método baseado no teatro (drama), como um processo de ensino-aprendizagem que articula os conteúdos de estudo escolar com técnicas e conceitos teatrais. O objetivo principal da aplicação desta metodologia é conseguir que o estudo das matérias da aula de língua seja interessante e motivador para os intervenientes, alunos e professor, procurando-se proporcionar aulas dinâmicas, com momentos de recreação que possibilitem a identificação do estudo com o prazer. Na organização das aulas usa-se um procedimento didático baseado no enfoque por tarefas, método educativo aplicado ao ensino-aprendizagem das línguas estrangeiras, particularmente na conceção de Ellis (2003) para um processo sequencial de ensino orientado, onde são considerados três momentos: as atividades anteriores à tarefa, a tarefa e as atividades posteriores à tarefa. No caso do presente estudo, consideram-se tarefas as atividades de natureza dramática que apresentam duas expressões diferentes: simulações de situações comunicativas reais, e leituras em voz alta, individualmente ou em diálogo, feitas para um público. A expressão oral manifesta-se através de vários modos: prática de diferentes formas de leitura em voz alta, atuação em simulações comunicativas e a interação oral entre alunos e professora na execução de muitas atividades. A relevância destas práticas orais prende-se com o seu potencial para desenvolverem as destrezas requeridas nos processos comunicativos da língua oral: a cognitiva, a linguística e a fonética. Ainda que o enfoque por tarefas seja um método para a didática das línguas estrangeiras, a sua aplicabilidade no ensino da língua materna é possível, seguindo a mesma sequenciação de operações num e noutro caso pois focalizar o estudo das línguas na sua funcionalidade comunicativa é o propósito das pedagogias atuais para as línguas, maternas ou estrangeiras.
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Books on the topic "Professionally oriented foreign language learning"

1

Miyahara, Masuko. Emerging self-identities and emotion in foreign language learning: A narrative-oriented approach. Multilingual Matters, 2015.

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Elizabeth, Napper, and Hopkins Jeffrey, eds. Fluent Tibetan: A proficiency oriented learning system, novice and intermediate levels. Snow Lion Publications, 1993.

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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.

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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.
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Ratnikova, Al'bertina, Vera Boguslavskaya, Aleksandr Mamontov, et al. FUNDAMENTALS OF THE THEORY AND PRACTICE OF TEACHING LANGUAGE AS A MEANS OF INTERCULTURAL COMMUNICATION, CONSIDERING THE NATIONAL CULTURE OF THE ADDRESSEE. Publishing Center RIOR, 2023. http://dx.doi.org/10.29039/02121-7.

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The collective monograph is devoted to the problems of the theory and practice of nationally-oriented language teaching as a means of intercultural communication, taking into account the native culture of the adressee. The presented work - in synchronous and diachronic plans - sets out the basic principles of learning and teaching language in the aspect of culture laid down by the scientific school of Pushkin state Russian language institute. Addressed to researchers, graduate students and students of philology, teachers of foreign languages and all those who are interested in the problems of linguoculturology and intercultural communication.
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Vasylyshyna, Nataliia, ed. CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052.

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The collective monograph "Current Theory and Practice Aspects of Linguistics, Sociolinguistics and Methodology of Foreign Languages at Universities in Modern Global Higher Educational Space" incorporates five sections developed on the results of the author's research. The main scientific and methodological developments of the foreign languages university teaching community are presented in the foreign mutual monograph, which are included in this collection. The manuscript, in particular, is devoted to the problems of language training of students of nonphilological specialties of the classical state university, which make up the vast majority of educational learners studying in Ukraine. Papers of the edition raise the issue of organizing effective foreign language learning realm in the realities of the modern world, which faced the need to introduce a digital tool in the frame of the educational process. Possibilities of using information computer technologies, social networks in the formation of written and oral speech skills, professionally oriented language learning, socio-cultural aspects of language, development of linguistic and cultural skills as well as local lore competences are studied for further advancements. This collection is aimed at scientific and pedagogical staff of higher education institutions, practical workers of the educational branch, scientists, students.
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Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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Muñoz-Basols, Javier, and Joe Barcroft. Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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Muñoz-Basols, Javier, and Joe Barcroft. Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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Muñoz-Basols, Javier, and Joe Barcroft. Spanish Vocabulary Learning in Meaning-Oriented Instruction. Taylor & Francis Group, 2021.

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Kuznetsova, L. V. A textbook on professionally oriented foreign (English) language for students of non-linguistic areas of study. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-5-907208-56-8.

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Учебное пособие составлено в соответствии с программой дисциплины «Иностранный язык» и содержит теоретический материал по вопросам грамматики английского языка, необходимого для изучения в высшем учебном заведении и практические задания по отработке и закреплению изученного теоретического материала. Учебное издание предназначено для обучающихся по направлению подготовки 38.03.01 Экономика, 38.03.02 Менеджмент, 02.03.02 Фундаментальная информатика и информационные технологии. Будет полезно обучающимся других направлений подготовки: 40.03.01 Юриспруденция и 44.03.01 Педагогическое образование, преподавателям вузов.
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Book chapters on the topic "Professionally oriented foreign language learning"

1

Havrysh, Iryna, Maryna Komyna, Tetiana Borovenska, Oksana Khodakovska, and Yuliia Laptinova. "Traditional approaches and modern tecnologies in forming the foreign language speech competence of applicants for vocal specializations: multilingual dimension." In IMPLEMENTATION OF MODERN TECHNOLOGIES IN LANGUAGE LEARNING AS A BASIS FOR THE FORMATION OF COMMUNICATIVE COMPETENCES. TECHNOLOGY CENTER PC, 2025. https://doi.org/10.15587/978-617-8360-15-3.ch5.

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The formation of foreign language speech competence of applicants for vocal specializations is an important task of art higher education in Ukraine, especially in the context of rapid globalisation. In particular, the need to master Ukrainian as the language of the educational process, Italian as the basic language for professional activity, and English – with a projection on international interaction is fully justified. Using the example of three languages, the specifics of pedagogical work on the development of speech skills with an emphasis on the communicative component are comprehensively presented. The importance of taking into account the individual, personal, ethnopsychological and professional characteristics of the outlined student audience is emphasized. Among traditional and modern approaches, the most optimal methodological strategies are recognized as: a combination of productive and reproductive types of speech activity within the framework of one lesson; changing the function of the teacher; justified value-semantic and professionally-oriented motivation; cross-cultural interaction; a variety of types of educational and extracurricular activities; multimodality; research and cognitive activity; the use of the latest information technologies, etc.
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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.

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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.

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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.

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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.

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Riazantseva, Daria, Olena Bilyk, Larysa Kokhan, Liudmyla Kokhan, and Halyna Sokolova. "Deviant forms of adjectives in modern Ukrainian language: teaching features in the structure of the ukrainian course as a foreign language." In IMPLEMENTATION OF MODERN TECHNOLOGIES IN LANGUAGE LEARNING AS A BASIS FOR THE FORMATION OF COMMUNICATIVE COMPETENCES. TECHNOLOGY CENTER PC, 2025. https://doi.org/10.15587/978-617-8360-15-3.ch9.

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Perfect language skills are an integral part of the professional training of modern specialists in various specialties, since the full manifestation of an individual's professional talents occurs through language tools. Skillfully mastering language tools, a future specialist can realize him/herself both professionally and in various life roles, solve problem situations in interpersonal communication, and ensure effective interaction in a team. Language is a means of self-expression and self-affirmation and teaching foreign students to master various linguistic means by introducing modern technologies in language learning and understanding numerous grammatical structures and features of the Ukrainian language. The authors consider the features of studying atypical forms of adjectives in the structure of the Ukrainian language course as a foreign language in view of the modern communicative conditionality of language and the emotional and evaluative marking of language units of different levels, primarily adjectives of the Ukrainian language. Deviant forms of adjectives are presented through consideration of semantic and grammatical features of adjectives of the Ukrainian language, analyzed from the point of view of pragmatics. The chapter provides examples of problematic situations in the study of atypical forms of the Ukrainian adjective by foreign students and comments on the peculiarities of studying the Ukrainian adjective in the structure of the course of Ukrainian as a foreign language.
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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.

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Díaz, Adriana Raquel. "Developing Interculturally-Oriented Teaching Resources in CFL: Meeting the Challenge." In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_7.

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Neuner, Gerhard. "The Role of Experience in a Content- and Comprehension-Oriented Approach to Learning a Foreign Language." In Vocabulary and Applied Linguistics. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12396-4_15.

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Marín García, Álvaro, and Tamara Pérez Fernández. "Chapter 10. Task-based L2 skill development for TI trainees." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.10mar.

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The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skills – allows for more flexibility in addressing identified needs from an L2 training perspective (communication skills, general knowledge, information gathering and processing) in graduates entering the job market.
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Conference papers on the topic "Professionally oriented foreign language learning"

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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.

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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).
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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.

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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.
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Vorobyov, Vladimir V. "Interdisciplinary Integration into Professionally Oriented Foreign Language Learning: Means and Opportunities." In X International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22104.8.

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Lomakina, Yekaterina, Olesya Kisel, and Natalia Zerkina. "LINGUODIDACTIC ASPECT OF PROFESSIONALLY ORIENTED LEXICAL COMPETENCE FORMING TO TECHNICAL UNIVERSITY STUDENTS WITH USING ICT." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-135.

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The modern society, state and the situation in such areas as economics, technology politics require a proper knowledge of foreign languages from the future specialist, which is undoubtedly a competitive advantage when applying for a job. The purpose of this paper is to consider the issue of vocabulary teaching to students at non-linguistic faculties and universities. The relevance of this study is up to the altering requirements for a future university graduate, who must be able to make a successful communication in different spheres speaking at least one foreign language. The novelty of the study is a comprehensive description of the problems associated with teaching the foreign language vocabulary. The vocabulary being the most important part of the language material, largely determines the content of training. Speaking about the forms of a word, there means not only its sound form. Material and methods of research are analysis of domestic and foreign literature in the field of linguistics, linguodidactics, methods of teaching the foreign language vocabulary; survey on the experience of teaching the foreign language professionally-oriented vocabulary at non-language faculties and generalization of the personal experience; The use of ICT at foreign language lessons at a non-linguistic university significantly simplifies the process of memorizing material (vocabulary and grammar material), increases the efficiency of interaction between a teacher and a student. The interactive forms of educational resources increase the motivation and interest of students in the subject. Such forms of work contribute to good learning of the material, increase the information and communication competencies of teachers and students.
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Artyushina, Galina G., Natalia L. Zhurbenko, and Olga A.Sheypak. "Principles of Learner Autonomy as a Base for Teaching Professionally Oriented Foreign Language." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. ACM, 2020. http://dx.doi.org/10.1145/3377571.3379442.

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Savinova, Yuliya, and Svetlana Pozdnyakova. "DIDACTIC CAPACITY OF "WEBQUEST" TECHNOLOGY IN MODERN FOREIGN LANGUAGE EDUCATION." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-234.

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The paper focuses on didactic capacities and perspectives of "WebQuest" technology elaboration in teaching foreign language communication. The establishment of a new educational system, aimed at interacting at international level requires a high level of knowledge and preparation for any life conditions. It means that the learning of several foreign languages rather than one has become one of the educational background conditions, a factor, which has a significant impact on successful advancement in various spheres of activities in a new post-industrial society. Contemporary conditions to higher education have highlighted the need for blended learning application, which combines a methodical variability. In this regard, the "WebQuest" technology in foreign language teaching has proved to be an effective and motivational tool. Based on the project-based learning, it integrates communicative, problem-based learning and research methods, and possesses a number of advantages. Firstly, the "WebQuest" technology improves building creative and motivational capacity of students and enhances the objectivity of assessment. Secondly, learners enlarge their experience in presentation making, business negotiations and the use professional terminology. Thirdly, learners acquire new knowledge, extend multidisciplinary links due to the related subject areas, use authentic materials in foreign languages, which significantly enhances possibilities of professionally oriented foreign language communication. Thus, the use of the educational "WebQuest" technology in teaching foreign languages at HEIs showcased that its effectiveness in the educational process is of polarized nature. This kind of activity fosters positive motivation, which in its turn results in enhancing foreign language competence of students, desire to raise their personal and professional self-esteem and take competitive advantage in society.
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Pavlova, N. Y. "Pedagogical support for the formation of communicative competence of students in the process of learning a foreign language." In Наука России: Цели и задачи. НИЦ "LJournal", 2022. http://dx.doi.org/10.18411/nrciz-02-2022-06.

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The article is devoted to the issue of teaching a foreign language in a non-language university. The author draws the readers' attention to the pedagogical principles on which the learning process should be based. The university course of a foreign language is designed to be communicatively oriented and professionally directed, so its tasks are determined by communicative and cognitive needs of the students.
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Dubskikh, Anheliena, Yuliya Savinova, and Anna Butova. "VIRTUAL EDUCATIONAL ENVIRONMENT AS ONE OF THE PERSPECTIVE TECHNOLOGIES OF E-LEARNING IN FOREIGN LANGUAGE TEACHING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-140.

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Currently, training of professional engineers able to be competitive with foreign counterparts in the international labor market is one of the most important problems of Russian technical universities. To achieve this goal, graduates of engineering universities are required to speak a foreign language at the appropriate level to follow the latest advances in science and technology and become professional and competent experts in their field. Teaching a foreign language in the current context is an important task in the complex of humanitarian training in a technical university, as future specialists, speaking a foreign language, keep themselves open to their professional activities. UNESCO experts and governments of different countries come to the conclusion that good results can be achieved if universities use e-learning foreign language management systems. It is a brand-new technology of education for life in the information society, orienting a student to a new work style, developing skills and abilities for continuing education. The e-learning(EL) technology completely changes a person's attitude to education, provides an opportunity to learn anywhere, anytime, and throughout life, even without leaving home and not crossing borders. In recent decades the problem of building successful EL-strategies for learning a foreign language has become extremely relevant and widely discussed throughout the world. Innovative foreign language courses are being developed and implemented using EL technologies in many technical universities. Nosov Magnitogorsk State Technical University (the RF) is not an exception. E-learning has long been actively implemented in the educational process of the university. On the basis of the Moodle virtual educational environment, an educational portal was created. The portal contains a catalog of courses on the main subjects taught in the university. The goal of this article is to consider the implementation of e-learning technologies in the following fields: Foreign Language, Foreign Language in Professional Activities, Business Foreign Language, Professionally-Oriented Translation, the use of synchronous and asynchronous communication tools for optimal organization of educational activities.
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Nechaeva, I. Yu. "PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE TRAINING OF 1ST YEAR STUDENTS IN TECHNICAL UNIVERSITY USING DISTANCE LEARNING TECHNOLOGIES." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-7-1-96-100.

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Sivtseva, Natalia, Svetlana Latysheva, Zhanna Songolova, and Elena Solodkova. "E-LEARNING RESOURCES AS A MEANS OF ORGANIZING STUDENTS' INDEPENDENT WORK." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-150.

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The participation of Russia in global processes and the necessity of its integration into European and global educational spaces have caused the urgent modernization of the national educational system. Currently, due to the two-level system "Bachelor - Master" provided by the Bologna declaration modern methods of teaching related to increased academic freedom become generally available for the Russian educational system. Students have the opportunity to study at foreign universities and receive their second diplomas there. These changes led to higher academic mobility, which is considered to be a factor improving the quality of education. Thus, a lot of attention is paid not only to the issues of professional training of technical specialists; the problem of foreign language acquisition comes to the fore. This is relevant throughout all the levels of education and carrier on a nationwide scale, as not only students can get education abroad, specialists who are fluent in foreign languages can present the results of their scientific work to their foreign colleagues, improve their qualifications, studying foreign technical developments, etc. In this regard, it was decided to include the final state exam in a foreign language in the curriculums of Irkutsk National Research Technical University (INRTU). This article is an attempt to justify the relevance and topicality of such an innovation, to describe the structure of the state exam; it presents the assessment of students' retained knowledge, which makes it possible to assess their level of language proficiency effectively. The necessity of transition from the traditional exam format to a format that allows assessing students' potential and level of language proficiency required by a specialist is proved. Students' willingness to pass such an exam depends not only on their acquisition of general foreign language competence, it presents their ability to work with scientific professionally-oriented literature in a foreign language, the level of their oral and written scientific communication skills that require knowing principles of business communication. Besides, one of the main tasks of a foreign language teacher training students for such an exam is to expand and strengthen interdisciplinary connections for the development of students' professional foreign language competences. Thus, as there appears a need to organize students' independent preparation for the exam (the gap between the classroom sessions and the exam is three terms), the article pays great attention to the development of electronic resources that provide high-quality independent training for students.
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Reports on the topic "Professionally oriented foreign language learning"

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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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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.

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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.
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