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Journal articles on the topic 'Professionally oriented foreign language'
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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.
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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.
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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.
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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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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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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.
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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.
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�������, 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.
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In the article approaches to determination of students� readiness to professionally oriented oral communication in foreign language are considered. The
 formation of students� readiness to professionally oriented oral communication in foreign language depends on the level of mastering by them theoretical
 components of psychology, linguistics and practical skills, including special sciences. Students� readiness to professionally oriented oral communication
 in foreign language is a professionally signifi cant quality and is considered, as unity of personal, theoretical and practical readiness. According
 to structural components of readiness the criteria refl ecting specifi cs of readiness to professionally oriented oral communication in foreign language
 are developed as means and conditions of preparation for it: motivation and profession, activity and speech, interpersonal communication, result and
 competitiveness. When developing criteria the main parameters are determined and levels of students� readiness to professionally oriented oral communication
 in foreign language are characterized.
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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.
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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.
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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.
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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.
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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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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.
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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.
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Aubakirova, G. T., E. O. Volodina, and S. N. Kalieva. "Personally-Oriented Approach in Teaching Professionally-Oriented Foreign Language." Bulletin of L.N. Gumilyov Eurasian National University. PHILOLOGY Series 123, no. 2 (2018): 44–50. http://dx.doi.org/10.32523/2616-678x-2018-123-2-44-50.
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In the article we considered the personally-oriented approach in teaching foreignlanguages and the role of education in modern society. Also, we identified how relevant personally-orientedapproach in studying a professionally-oriented foreign language. We highlighted the main lines of thepersonally-oriented approach.Besides, we considered the content of this approach: teaching activities, the role of independentstudent’s work. We identified the scopes of personally-oriented approach in language teaching. Weconsidered studying technology in realization of this approach. We studied principles of personally-orientedapproach: self-actualization, individuality, choice, success, and creativity. We identified problematic issues,which emerged in introduction of this approach, and examined some options for its solution.
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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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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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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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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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Sharopova, Shahlo Kahramonovna. "DEVELOPMENT OF SYSTEMS OF PROFESSIONAL-ORIENTED TRAINING IN FOREIGN LANGUAGES IN TECHNICAL HIGHER EDUCATION ON THE BASIS OF SUBJECT-WRITTEN INTEGRATION." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 6 (2022): 278–84. https://doi.org/10.5281/zenodo.6629706.
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The article deals with the problem of developing a system of professionally oriented teaching of foreign languages in a technical university on the basis of subject-language integration in our country and abroad. Based on the analysis of the functioning of this system, the goals and objectives are highlighted, as well as approaches to solving the formation and development of communicative foreign language competencies in modern students. The leading direction in the development of the system of professionally oriented teaching of foreign languages is the organization of integration both in relation to the content of interdisciplinary information and the methods of its assimilation.
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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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Aubakirova, G., E. Volodina, and S. Kalieva. "Personally-oriented approach in teaching a professionally-oriented foreign language." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 123, no. 2 (2018): 42–48. http://dx.doi.org/10.32523/2616-6895-2018-123-2-42-48.
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Abdishukurovna, Shomuradova Dilbar. "The importance of CLIL method in improving professional English teaching technologies in non-philological educational directions." International Journal of Pedagogics 5, no. 2 (2025): 216–19. https://doi.org/10.37547/ijp/volume05issue02-58.
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The article discusses the CLIL (Content and language integrated learning) method, one of the modern approaches to professionally oriented foreign language teachning. Based on this method, exercises and tasks aimed at professionally mastering a foreign language are developed. This process, of course, is carried out on the basis of integration of foreign languages with specialized subjects.It is also shown by examples that this method can be effectively used in the field of art.
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Bakytzhan, Elmira, Altnay Zhaitapova, and Aigul Ospanova. "Foreign language professionally-oriented competence of students of non-linguistic specialities (on the example of athletes)." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (2023): 2034–44. http://dx.doi.org/10.54919/physics/55.2024.203be4.
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Relevance. The relevance of considering the features of professionally-oriented training of students of non-linguistic specialities is due to the need to improve the methods and techniques of work in the study of foreign languages, the emergence of developments in terms of the implementation of narrow-profile English or other foreign in a professional environment.Purpose. The purpose of this work was to identify the nature of teaching and learning foreign languages on the example of student-athletes in the Kazakh Academy of Sports and Tourism, as well as the analysis of student questionnaires to determine the level of knowledge and practical skills in a foreign language. This work is aimed at the analysis of multi-level foreign language professionally-oriented competence: phonetic, lexical, word-formation, morphological, syntactic and communicative in the training of athletes.Methodology. The study uses the methods of analytical-synthetic, comparative analysis, the method of studying and summarizing pedagogical experience and the method of questioning.Results. Two surveys were conducted among students of 1-5 courses in the educational program �Physical Culture and Sports�: the first one determined the level of professionally oriented education, the second � the level of formation of language competencies. In this study, the main directions of the implementation of the Academy�s activities were considered: holding mass events aimed at learning a foreign language, training foreign specialists and exchanging experience with international companies, adopting teaching experience from foreign teachers.Conclusions. The attention is focused on some exercises developed for the training of athletes, including phonetic, lexical, morphological, word-formation, syntactic and communicative ones. In the future, this work can be used to develop new teaching methods, courses for teaching foreign languages and strategies for the formation of professionally oriented and communicative competence.
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Chernovalyuk, I. "Professionally oriented language training foreign higher education acquires." Teaching languages at higher institutions, no. 41 (December 30, 2022): 82–99. http://dx.doi.org/10.26565/2073-4379-2022-41-05.
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The article is devoted to the solution of the linguistic didactic problem relevant for modern higher education – the definition of the scientific and methodological foundations of professionally oriented language training of foreign students. The purpose of the article is to substantiate the main methodical mechanisms for the implementation of the tasks of the professional orientation of the language training of foreign bachelors. Foreign language communicative competence is an important component of the readiness of future specialists to carry out professional activities in modern conditions. For students of higher education, a foreign language plays the role of an educational discipline, a means of learning and professional improvement. The following methods of scientific research were used: analysis of current sources on the topic of research, study of the experience of domestic and foreign pedagogy in teaching professional speech, implementation of selected approaches and methods in practice, analysis of approbation of proposed methodological solutions. The article systematizes modern approaches to selecting the content of communication training in the professional field of communicative connection. The content of concepts has been clarified: the principle of professional orientation of language education, the professional component of communicative competence, requirements for the content of professionally oriented educational content, the characteristics of the methods of teaching foreign students of professional speech have been clarified. It was established that the formation of the professional component of communicative competence in modern conditions requires the involvement of additional educational tools and the development of methodically appropriate techniques, the definition of language training forms, the creation of motivational pedagogical conditions that contribute to the formation of a positive attitude to the learning process. To implement the specified linguistic and didactic conditions, a program that considers modern requirements for language and speech content, the introduction of innovative technologies into the learning process has been developed. The proposed approach to the selection of content and teaching methods ensures the formation of a professional component of foreign language competence and allows for the effective organization of the educational process in academic groups of foreign students studying in economic education programs. Prospects for further research of this problem lie in the development of innovative methodical support for the formation of the professional component of the communicative competence of foreign students, increasing the efficiency of the organization and achieving high effectiveness of the educational process.
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M.S. Sayakpaeva, А.Dj. Kachkynbaeva, V.Dj. Nasirova, and N.A. Duishenalieva. "PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TEACHING IN NONLINGUISTIC UNIVERSITIES." Herald of KSUCTA n a N Isanov, no. 2 (June 24, 2019): 264–68. http://dx.doi.org/10.35803/1694-5298.2019.2.264-268.
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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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Guliyeva,Akberova, Aygun,Nuriya. "Professionally oriented Russian language training Foreign engineering personnel." Filologiya məsələləri Journal of Philological Issues, no. 3 (2024): 76. http://dx.doi.org/10.62837/2024.3.76.
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Kalugina, O. A. "Professionally-oriented teaching of foreign languages through student research projects." Humanities and Social Sciences. Bulletin of the Financial University 13, no. 2 (2023): 56–61. http://dx.doi.org/10.26794/2226-7867-2023-13-c-56-61.
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The article presents the author’s approach to the use of forms of research work in EFL teaching. The concept of «professionally oriented teaching of foreign languages» is presented. The methodology of organization of vocational training in foreign languages is analyzed. An example of the application of a case, which acts as a form and method of research work, aimed at forming the professional communicative competence of a future specialist, is given. The following features of the organization of this type of work are indicated: a good level of language training, structuring tasks; joint work of a foreign language teacher and representatives of the real sector of the economy; the relevance of the topic. The author comes to the conclusion that the professionally oriented nature of tasks in research work will enhance the internal and external motivation of students and will be an effective incentive in learning a foreign language in the professional field.
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Tymkiv, Nadiya, Nellia Nychkalo, and Larysa Lukianova. "Implementation of the Professionally-Oriented Foreign Language Competence in Terms of Integrative Approach for Training Future Engineers." New Educational Review 1, no. 67 (2022): 144–58. http://dx.doi.org/10.15804/tner.22.67.1.11.
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The article deals with the actual issues of forming professionally-oriented foreign language competence concerning the future engineers’ training. The article testifies the necessity of rendering future engineers with professionally-oriented foreign language training based on new engineering and technological approaches. The challenges of interdisciplinary studies of any area of economy cause enhanced intensive international collaboration and intercultural cooperation. It implies the improvement of professionally-oriented foreign language competence demand for the next generation of engineers and middle-line staffsince it is essential for interdisciplinary and international team work training. Considering the experimental results, it has been confirmed that professional foreign language competence is effectively developed within “Intensive integrative course of foreign language”, content and structure of which are based on an integrative approach and a set of suggested organisational principles. The article summarises the results of the direct observation and interviews.
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Maksymuk, Larysa, and Liliia Levoniuk. "IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 212–19. http://dx.doi.org/10.31499/2307-4906.2.2021.236695.
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The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education.
 Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.
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Korzh, O. Yu, and A. A. Zakharzhevska. "Features of teaching professionally oriented foreign language to non-linguistic students." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 206–15. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-206-215.
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The article considers the peculiarities of teaching professionally-oriented foreign language to students of non-linguistic specialities. It is determined that professionally-oriented education assumes professional content of educational materials and activities, and the content of foreign language teaching should be communicative and professionally oriented. It is established that the professional orientation of education requires the integration of a foreign language with specialized disciplines, careful selection of educational materials. It is found that one of the main tasks of professionally-oriented foreign language teaching of non-linguistic students is the development of communication skills, which include speaking, listening, reading and translation, and writing. The peculiarities of each of these skills development are analyzed and it is determined that in dialogue the skills and abilities of unprepared speech, its spontaneity and speed are acquired; in the monologue the prepared speech with its logic and sequence is trained; in the process of teaching foreign language reading to non-linguistic students, it is necessary to include the texts according to their level of difficulty, so that the lexical units presented in each new text are related to what students have studied before, as well as some completely new ones. The main task of teaching reading is the development of the ability to compile and draw up scientific and technical documentation; readiness to communicate in writing in foreign language to solve problems in professional sphere. As a result of the study it is concluded that the main purpose of teaching professionally-oriented foreign language to students of non-linguistic specialities is their profound knowledge of a foreign language as a means of developing and giving opinions both in everyday communication and in professional sphere.
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Antonenko, I. I. "Teaching professionally oriented written communication in foreign language to future professionals." Pedagogical sciences reality and perspectives 1, no. 72 (2019): 23–26. http://dx.doi.org/10.31392/npu-nc.series5.2020.72-1.05.
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Shcherbakova, Irina, and Irina Dorokhina. "Professionally-oriented training of students in a communication space of the environmental protection faculty." E3S Web of Conferences 460 (2023): 05007. http://dx.doi.org/10.1051/e3sconf/202346005007.
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The purpose of this article is to describe the role of professionally-oriented teaching in the development of dialogical and monological speech in a foreign language of the environmental protection and ecological faculties. The paper presents the main types of work with professionally-oriented text of the environmental protection and ecological themes, describes the types of exercises and methods of working with the text, and the advantages of using professionally-oriented texts of the environmental protection and ecological themes at the lessons in non-lingual educational institution. The use of texts of the environmental protection and ecological themes practices the skills of oral and written speech in a foreign language. The work with professional texts of the environmental protection and ecological themes adds to the vocabulary of the students. In the article, the authors proposed the types of work with the text in the classroom in the most interesting form. Reading professionally-oriented texts involves understanding and extracting information. Learning a foreign language in non-lingual educational institution is an interesting and exciting activity. Reading and understanding professionally-oriented texts of the environmental protection and ecological themes in a foreign language develops cognitive and communicative activities of students. In this paper, the authors proposed the most interesting exercises with texts. The presented work is devoted to the advantages of using texts in teaching students a foreign language in non-lingual educational institution. The article presents and describes the examples of texts application in the practice of foreign language teaching
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Akkassynova, Zh K., А. А. Zhussupbekov, and S. M. Lukpanova. "THE FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE OF STUDENTS OF NONLINGUISTIC SPECIALTIES BASED ON WEB 2.0 TECHNOLOGY." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (2020): 153–58. http://dx.doi.org/10.51889/2020-3.1728-7901.22.
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Professionally-oriented competence is one of the essential components of students' professional competence. Today, it is a great demand for specialists to sufficiently owning a foreign language to implement the professional activity in a foreign-language sphere. In this context, special attention should be paid for the formation of this competence of students of non-linguistic specialties. The research focuses on considering the effective ways of forming of professionally-oriented competence of students of non-linguistic specialties. One of the possible ways of managing with it is the usage of modern digital technologies, including Web 2.0 in teaching Professionally-oriented foreign language course. The research methods consisted of relevant literature review on this topic and a survey. The research findings present that students highly appreciate using digital technologies while studying the course and confirm its practice-oriented nature. This research recommends effective use of digital technologies for successfully forming of professionally-oriented competence of students of non-linguistic specialties
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Zhurat, Yulya, Natalya Davydzuc, and Maria Oliynyk. "Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (2019): 312. http://dx.doi.org/10.18662/rrem/113.
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Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.
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Moroz, Olena. "BASIC PRINCIPLES OF CONTINUOUS PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE COMPETENCY FORMATION." Innovative Solution in Modern Science 7, no. 51 (2021): 48. http://dx.doi.org/10.26886/2414-634x.7(51)2021.4.
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The article suggests the definition of the continuous maritime education phenomenon and substantiates the basic didactic principles of the framework of foreign professionally-oriented language training of seafarers in the system of continuous education. It is determined that the leveled continuous professional training should be carried out in educational and industrial complexes which are in fact the system of interconnected educational establishments and industrial enterprises that pursue a common aim. It has been proved that the system of professionally-oriented foreign language competency formation of future seafarers can gain the qualities of integrity and continuality only under the condition that it is carried out on all basic stages of education in constant coordination: pre-professional training (Professional Maritime Lyceum), professional training (Maritime Specialized College and/or Maritime Academy), higher professional education (Maritime Academy) and post-graduate education (advanced training on the basis of training centers for seafarers). The process of integral professionally-oriented foreign language training of seafarers design must be grounded on the principles of succession and consistency, the provision of strict coordination of the educational process on all levels of education. Key words: continuous education, professionally-oriented foreign language training, education and industrial complex, integration, coordination, succession.
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Tymoschuk, N., and L. Dovhan. "FORMATION OF PROFESSIONAL SKILLS OF FUTURE LAWYERS IN THE PROCESS OF LEARNING FOREIGN LANGUAGES." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(87) (April 4, 2017): 11–14. http://dx.doi.org/10.35433/pedagogy.1(87).2017.11-14.
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Nowadays, the problems of enhancing professional competence of future professionals, their training for future activities in the current socio-economic conditions are extremely urgent. Exploration of higher education standards applied in recent years reveals a significant increase in the requirements for foreign language knowledge gained by non-linguistic students. In terms of intensive cooperation with foreign partners, it is extremely important to be able to communicate with foreign colleagues. Therefore, one of the core elements of lawyers’ professional competence is the ability to speak a foreign language at the level that is accessible for perception by a recipient. That is why teaching a foreign language as a means of communication in the future professional activity should be a priority goal of teachers. Thus, the formation of foreign language professional communicative competence of lawyers required for the use and analysis of foreign language information and data is an actual goal of the modern high school.
 The aim of the research is to specify the role of foreign language for the development of lawyers’ professional communicative competence.
 It should be noted that the formation of professional skills of students in the process of learning foreign languages will be effective if the current level of personal development is taken into consideration as well as the prospects for professional development, possible communication difficulties are anticipated and prevented by means of adequate tasks for group and individual work, systematic activities aimed at developing motivation and reasoning of joint decisions are organized.
 So, we can conclude that professionally-oriented teaching of a foreign language enables to organize active cooperation of all participants of the communication, which ensures mutual exchange of authentic, professionally meaningful information in a foreign language and mastering skills of professional communication. Professionally-oriented teaching English to law students at non-linguistic universities should be organized considering professional specifics. One of the most important elements of professional competence of future specialists is a good command of foreign language. Peculiarities of the formation of professional skills of future lawyers in the process of learning foreign languages are studied in the article. The stages of learning a foreign language and key communication qualities and competences formed in a specialist while studying foreign languages are analyzed.
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Morska, Liliya, and Olga Zadorozhna. "Foreign language lexical competence in professionally oriented reading as a methodical problem." Scientific and methodological journal "Foreign Languages", no. 1 (May 30, 2022): 9–15. http://dx.doi.org/10.32589/1817-8510.2022.1.257864.
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The article is devoted to the characteristics of the psycholinguistic processes of development of foreign language lexical competence in reading professionally oriented resources and determining the criteria for assessing the development of the mentioned phenomenon. It has been substantiated in the paper that determining the structural elements of foreign language lexical competence in reading professionally oriented literature should be based on understanding the specifics of cognitive processes that provide understanding of the text content, namely memory (short-term and long-term), and attention, as well as defining communicative strategies as a constitutive element of the foreign language communicative competence in reading. The multi-level (seven-level) nature of text comprehension has been considered as the one to serve as the foundation for constructing the methodical model of the teaching/learning process; in this respects, four types of information that the reader receives from the text (categorycognitive, situational-cognitive, emotional-evaluation and motivational-volitional) have been described. At the same time, characterizing the structure of foreign language lexical competence in reading professionally oriented texts involves understanding the specifics of the final result (foreign language lexical competence in reading, developed on a high level), which is possible by determining the criteria for the formation of the studied phenomenon. The results of the analysis of the psycholinguistic mechanisms involved in reading professionally oriented texts, with the selection of appropriate communication strategies to be applied while developing the competence in reading as mandatory elements of lexical competence have been presented in the study. The study also summarizes the achievements of specialists in methods of teaching in determining the criteria assessment of the development of foreign language lexical competence in reading professionally oriented resources.
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Tashxodjaeva, Potima Bakievna. "THE FEATURES OF SPEECH ACTIVITY DEVELOPMENT AND FORMATION WITH THE DICTIONARY OF PROFESSIONAL VOCABULARY STUDENTS OF NON-LINGUISTIC SPECIALTIES." International Journal of Education, Social Science & Humanities. Finland Academic Research Science Publishers 11, no. 10 (2023): 478–83. https://doi.org/10.5281/zenodo.8433927.
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<em>The article discusses an example of training foreign language for students of non-linguistic specialties. Professional orientation of teaching foreign languages to student non-linguistic specialties is aimed at training a highly qualified specialist who masters all aspects of speech activity in foreign language. An important aspect of professionally oriented foreign language teaching language for students of non-linguistic specialties is the formation of a professional vocabulary.</em>
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Soboleva, O., and O. Kazarian. "Methods that imitate natural professional communication in the process of teaching a foreign language at a non-linguistic university." Pedagogy and Psychology of Education, no. 3, 2019 (2019): 109–16. http://dx.doi.org/10.31862/2500-297x-2019-3-109-116.
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The article is devoted to the problem of increasing the effectiveness of professionally oriented teaching of a foreign language in a non-linguistic university. The article is focused on the application of educational technologies that imitate the process of natural professional communication and bring the foreign language class closer to the conditions of real communication. Professionally oriented innovative technologies (project technology, role-playing and business games, etc.) create the basis for integrating all the knowledge gained at university, and help create optimal conditions for effective teaching of a foreign language in a non-language university.
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Dereka, Kateryna. "FORMATION OF FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCIES OF STUDENTS OF PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS." Scientific Journal of Polonia University 65, no. 4 (2024): 19–25. http://dx.doi.org/10.23856/6502.
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In the article, the author analyzed the pedagogical conditions for the formation of foreign language communicative competences in institutions of professional pre-higher education in the process of teaching students of 121 program subject area – Software Engineering. During the study, a comprehensive approach was used, including a deep analysis of psychological and pedagogical literature: the study of scientific papers, articles and other sources of information on the topic under study. Analytical work with information sources: synthesis and systematization of acquired knowledge, clear formulation of key concepts and aspects of the topic. It has been established that modern employers expect software engineering professionals to have not only deep technical knowledge but also a high level of English language proficiency. This includes the ability to work with English-language technical documentation, communicate effectively in international projects, and write professional documentation in English. This is especially true for professionals studying at institutions of professional pre-higher education. Foreign language training should be aimed at developing the communication competencies necessary to work effectively in an international environment. The author identifies the main pedagogical conditions, in particular, the formation of motivation in future IT specialists to learn foreign languages; systematic use of digital interactive technologies as a means of forming foreign language communicative competences; creation of professionally oriented teaching and methodological support (in particular, workbooks in in English for professional purposes for each semester); readiness of foreign language teachers to use professionally oriented teaching and methodological support.
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Tkacheva, Irina. "Teaching University Students Professionally Based Foreign Language Communication." Man and Education, no. 4 (73) (2022): 142. http://dx.doi.org/10.54884/s181570410023846-5.
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The article provides analysis offactors of professionally oriented foreign language communication of future specialists in various training programs. The results of diagnostics and questionnaires of students showing what should be included in the content of teaching a foreign language are shown. The authors emphasize the need to apply digital technologies in the educational process, allowing to reduce the teething time and take into account the professional interests and capabilities of each student. The research was conducted on the basis of the Saint-Petersburg University of Management Technologies and Economics. It proves the conclusion that the educational complex, professionally oriented for teaching students, consists of methodically justified step-by-step logical system of tasks and applies electronic educational technologies.
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Kasatkina, Natalya N., and Nataliya A. Lichak. "Professional-oriented approach to the study of foreign language by bachelors of non-language faculties." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 74–79. http://dx.doi.org/10.20323/1813-145x-2022-1-124-74-79.
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. The article is devoted to the necessity for students of non-linguistic faculties to learn a foreign language in order to use it in their professional life. Knowledge of languages is required in order to be aware of the latest inventions and discoveries, to be able to communicate with professionals from different countries, to share their experience. Language is a means of communication in professional life, that is why every university trains a versatile specialist with a high level of linguistic functionality. The professionally-oriented approach (English for Specific Purpose (ESP) is applied in practical classes in accordance with the state educational standard, stating that it is required «to carry out business communication in oral and written forms in the state language of the Russian Federation and a foreign language(s)» (CC-4). The bachelor's program in a non-linguistic field assumes the ability of students to speak a foreign language fluently while performing their professional tasks, which explains the need for a special approach in teaching a foreign language. The authors conducted a survey of students, the purpose of which was to study the role that students assign to a foreign language in their professional life. The questions were grouped in three blocks: general research — questions focused on determining the social portrait of a student, applied — questions aimed at directly determining the role of a foreign language in a student's life at the moment and in further professional activity, and practical — questions about information resources that students use when learning English independently. Based on the data obtained, the professionally-oriented approach is assessed as a necessary aspect of meeting the linguistic needs of students at nonlinguistic faculties
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Nykyforenko, I. V., and S. S. Bohuslavskyi. "PECULIARITIES OF TRANSLATION OF PROFESSIONALLY ORIENTED SPEECH." Writings in Romance-Germanic Philology, no. 1(52) (June 25, 2024): 116–25. http://dx.doi.org/10.18524/2307-4604.2024.1(52).310315.
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The article analyzes the concept of translation of professionally oriented speech in the scientific studies of foreign and domestic researchers. In the modern world, the development of social sciences, technology, culture, and social relations is impossible without knowledge of what has been done and what achievements there are in these fields in other countries. Globalization, combined with advances in communication technologies and social media, has led to a noticeable increase in professionals capable of professional communication in an intercultural space, possessing translation competence, which allows, in particular, the use of international experience reflected in foreign language professional literature. In this regard, the relevance of adequate translation of professionally oriented texts in any field is increasing. The purpose of the research is to study and analyze the main features of the translation of special texts. The basis of the research is formed by such methods as theoretical analysis of domestic and foreign sources, generalization, systematization, lexical and component analysis. The result of the study is the selection and analysis of the most frequent features that arise during the translation of specialized texts. The obtained data allow us to speak about the predominance of word combinations, most of which are translated literally, namely by tracing, that is, have a specific analogue in the translated language, which allows us to draw a conclusion about the development and further development of the terminological system of special texts. The obtained results can be applied in teaching practice and be used in foreign language classes in higher educational institutions to solve the problem of students’ translation problems.
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Myravyova, Natalia, Natalia Zhurbenko, and Galina Artyushina. "Blended Learning for Teaching Professionally Oriented Foreign and Native Languages." Arab World English Journal 7, no. 1 (2021): 126–39. http://dx.doi.org/10.24093/awej/call7.9.
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The work represents a new approach to the technology of blended learning. This new vision was developed during the period of online education in 2020-2021. The research shows relevance in the framework of developing high efficiency of professionally-oriented language education. Blended learning is an educational technology that has been theoretically developed in various countries over the past decades. Blended learning was and still is mostly understood as a combination of offline and online education as delivery methods; at present, such training involves a flexible combination of formats, in different proportions. The aim of the rese4arch is combining different types of delivery methods, pedagogical strategies, and tactics according to the needs of a particular student or a group of students. In Moscow Aviation Institute (National Research University), we provide teaching of both foreign and native professionally-oriented languages. In the situation of the COVID-19 Pandemic, we started to use new approaches to education. One of the ideas was to use a blended learning technique mixing two language disciplines. This approach turned out to improve the efficiency of the teaching process in unprecedented conditions due to the inclusion of all the skills and systems of languages. We developed general speech culture, intuitive linguistic flair, enlarged students’ active vocabulary, improved soft skills (flexible skills) of a non-linguistic type, which include critical thinking, teamwork, and creativity. The main task of developing and introducing this new approach was the provision of efficiency of teaching professionally-oriented language skills.
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Нестеренко, Інна, and Галина Бондар. "FOREIGN LANGUAGE PROFESSIONALLY-ORIENTED TRAINING OF ECONOMIC FACULTY STUDENTS." Problems of Modern Teacher Training 1, no. 1(21) (2020): 112–17. http://dx.doi.org/10.31499/2307-4914.1(21).2020.210233.
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Moroz, O. L. "DIDACTIC PRINCIPLES OF CONTINUOUS PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE TRAINING." Innovate Pedagogy 2, no. 41 (2021): 68–71. http://dx.doi.org/10.32843/2663-6085/2021/41/2.13.
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TYKHONENKO, Olena, and Inna PIDHORODETSKA. "PROFESSIONALLY ORIENTED APPROACH TO TEACHING UKRAINIAN AS FOREIGN LANGUAGE." Humanities science current issues 3, no. 77 (2024): 208–13. http://dx.doi.org/10.24919/2308-4863/77-3-28.
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Goncharova, Inna. "Content of Professionally Oriented Teaching Foreign Languages to Students of Non-Linguistic Specialities at a Higher Educational Establishment in Conditions of Globalization." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 105–14. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-105-114.
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The article deals with the analysis of the content of professionally oriented teaching of foreign languages to students of non-linguistic specialities at higher educational establishments. It has been proved the content of teaching a foreign language includes the following: the spheres of communicative activity, topics and situations, linguistic acts and language material which take into account the professional development of students; language material (phonetic, lexical, grammatical and orphographic), the rules of its formation and habits of its operating; a complex of special (speech) skills which characterize the level of practical acquisition of a foreign language as a means of communication including inter-cultural situations; the system of knowledge of the national and cultural peculiarities of foreign countries. A foreign language in this context serves a means of improvement of the professional competence and individual and professional development of students and it is a necessary condition of their successful professional activity. The main aim of professionally oriented teaching of foreign languages in conditions of globalization is to ensure an active acquisition of a foreign language by students of non-linguistic specialities as a means of formation and formulation of thoughts in the sphere of an everyday communication and in the sphere of a corresponding speciality.
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Abramova, Irina E., and Elena P. Shishmolina. "Professionally Oriented Foreign Language Teaching to Non-Linguistic Students: International Professional Competitions." Vestnik Tomskogo gosudarstvennogo universiteta, no. 464 (2021): 171–80. http://dx.doi.org/10.17223/15617793/464/20.
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The article deals with the issues of training a new generation of professional staff with a set of hard and soft skills on the example of foreign language training of lawyers. Special attention is paid to the development of both communicative and universal competencies such as the ability to defend personal position, teamwork, cooperation and interpersonal communication, presentation skills, stress resistance. The aim of this article is to describe the technology of professionally integrated foreign language teaching by preparing law students to participate in international competitions in English, as well as to analyze advantages of this technology. The model of technology of professionally integrated foreign language teaching is described. The method of modeling professional situations by mock trials is presented in detail. The authors describe the components and stages of implementation of the described technology, and justify its effectiveness. The results of a two-year study of the pedagogical potential of the technology in training students of Petrozavodsk State University for international competitions, such as the Amicus Curiae competition for trial lawyers, are given. To prove the statistical significance of the obtained data, Student’s t-test was applied. In the experimental group, after the completion of training, the average arithmetic indicator of the level of competence in reading, writing, speaking and listening in English is 0.84 – 1.33 points, which is a statistically significant result (texpl5>tcrit2.093, with the significance level α = 0.05). The technology proved to be effective for training students’ presentation skills, teamwork, collaboration and interpersonal communication skills, as well as their sense of confidence and self-control. The authors conclude that the inclusion of competitive elements in the learning environment encourages both the development of universal and professional competencies, and the improvement of foreign language proficiency of non-linguistic students.
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Normuratova, Valentina. "EXTENDED VERSION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 04 (2023): 37–39. http://dx.doi.org/10.37547/pedagogics-crjp-04-04-07.
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Language education in a multicultural world is a foreign language on the quality of training modern, competent and competitive specialists in all spheres of life. Business projects of the global economy have no boundaries, and for their effective implementation, an important factor is the ability of partners to communicate on professional topics in foreign languages. The combinations of project participants depend on the qualifications of the specialists and often involve representatives of different nationalities and cultures. In order for communication in professionally oriented situational foreign languages to contribute to the achievement of the goals of the project, participants need to know a foreign language multi-linguistic and multicultural competence in a foreign language.
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Konotop, Olena. "METHODOLOGICAL RECOMMENDATIONS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS FOR PRIMARY SCHOOL TEACHERS' STRATEGIC COMPETENCE: INTERCULTURAL COMMUNICATION." Scientific Journal of Polonia University 65, no. 4 (2024): 81–85. http://dx.doi.org/10.23856/6509.
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The article provides methodological recommendations for improving the educational process for the formation of strategic competence for future teachers in the aspect of intercultural communication. The purpose of the training, its content, the approaches on which the appropriate methodology should be based, its stages, the specified means of training and their sources of selection were described. The purpose of training is the formation of a secondary language personality; the content includes substantive and procedural aspects: areas, topics, subtopics, types and styles of communication, situations, problems, linguistic and sociocultural material, non-verbal means of communication, educational and communicative strategies, texts; among the approaches, we distinguish competence, reflexive, linguistic, sociocultural, cognitive, communicative-activity, level approaches; formation of basic intercultural professionally oriented foreign language communicative competence of future primary school teachers (normative foreign language course); formation of advanced intercultural professionally oriented foreign language communicative competence of future primary school teachers (variable foreign language courses); formation of highly specialized intercultural professionally oriented foreign language communicative competence of future primary school teachers (selective specialization courses taught in a foreign language); we recommend video phonograms, phonograms, and texts as teaching aids. We emphasize that it is advisable for future primary school teachers to teach pedagogical discourse, taking into account the personal, public, professional, and educational spheres of communication.