Development of Information Culture of Students of Humanitarian Specialities

The purpose of the study is to establish step-by-step indicators of intensification of foreign language proficiency in the learning process, the possibility of developing foreign language discursive competence in higher school students by promoting their speech and writing skills. Methods. The study is based on an integrated approach. This article uses a number of methods of synthesis and analysis. The method of experiment, which is the basic in work, is also presented. The evaluation of the effectiveness of the experiment was carried out with the involvement of a questionnaire, which was conducted in stages. The hypothesis is that well-developed discursive competence promotes a better understanding of oral and written texts not only locally but also globally, in addition to creating a more universal and comprehensive discourse to improve speaking and writing skills. In the future, scientists need to focus not on the actual linguistic competence, vocabulary and grammar systems, but also to explore the relationship of complexity in the implementation of foreign language discursive practices, ways to develop students' discursive competence in reading and speaking.

Section: Discussionmentioning

confidence: 96%

Development of foreign language discourse competence of students in university education

Oskina

Stryga

Avramenko

et al. 2021

“…The researchers have noticed the growth of digital competence of users of training complexes, the ability to quickly work with sources, the opportunity to share experiences, and accordingly the quality of educational content improves, there is feedback and enthusiasm for the process itself (SYNORUB, MEDYNSKA, 2019;RABABAH, 2020;CHATTERTON, & GODDARD, 2000).…”

Section: Discussionmentioning

confidence: 99%

Modern european professional experience of the translator of romano-germanic languages

Kuzmenko

Fakhurdinova

Perova³

et al. 2021

The purpose of the research is to describe and analyse the advantages of the author’s training and methodological complex to the discipline “Translation models of Romano-Germanic languages”, which is designed to support linguistic self-educational activities of young professionals, translators. The training complex is an open multifunctional system of learning and exchanging experience, which contains didactic, methodological, informational and reference materials. Translation strategies consider general pedagogical, ergonomic and specific principles of work. The range of methods (theoretical, empirical, statistical) aims to achieve the purpose of the research and systematize the results. Empirical methods of testing, observation, as well as a pedagogical experiment conducted with students were used to test the effectiveness of the project. The statistical method was used to evaluate the results of the experiment. The result of the project is to provide conditions for gaining translation experience in terms of individual study. In the modern context, the adaptive algorithm for constructing an own individual trajectory of self-education of a young teacher in a harmonious combination of his individuality and educational needs is actualized.

“…In numerous studies of the effectiveness of lifelong learning, the following guidelines are taken as a basis, namely: the harmonious formation of linguistic, pragmatic, sociocultural competence (BAKER, 2006;SYNORUB, MEDYNSKA, 2019) in order to develop new pedagogical technologies related to social networking, electronic means of learning, training platforms (BRAMSCHREIBER, 2012). By the way, ways to introduce familiarization courses in education in a multicultural environment and open information space are also considered (KÖKTÜRK, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Formation of linguistic competence of a foreign language teacher (on the example of language) in the system of lifelong learning

Хоменко

Buhinska

Terletska

et al. 2021

The purpose of the academic paper is to establish how effective the introduction of additional courses to advanced training courses is, informing foreign language teachers about world international educational programs in the lifelong professional development system; determining the impact on the knowledge quality of introducing a set of educational activities aimed at the formation of linguistic competence. Empirical, statistical and theoretical methods have been used in the research. In order to diagnose the awareness of teachers about the lifelong learning system and the effectiveness of improving linguistic competence after completing advanced training courses, the methods of questioning, observation, as well as the experimental method have been used. The result of the present research is substantiation that a comprehensive approach to lifelong learning programs contributes to the formation of linguistic competence; it should be permanent and be part of the program of training and retraining of English teachers.