Development of Professional Foreign Language Communicative Competency in Undergraduates of Non-Linguistic Specialties in the Conditions of Distant Learning

Zablotska, Lyubov; TSAR, IRYNA

doi:10.25128/2415-3605.22.1.19

Cited by 2 publications

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“…This causes many problems in their further education of a foreign language; 2) lack of motivation to learning a foreign language. Partially it is diminished by the curriculum (insufficient number of teaching hours) or by the authori-ties of a non-linguistic department, who consider foreign languages as an unimportant additional component among the rest of the core/profile disciplines [1].…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Teaching Using Interactive Technologies at Higher Education Establishments

Zablotska¹,

Meleshchenko²,

Chernii³

2022

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Introduction. The article deals with the problem of the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. The formation of professional foreign language communicative competence is one of the essential aspects of professional training of modern specialists. Among the education techniques, interactive methods based on a person-oriented approach to the student are given special attention, aimed at developing not just learner’s creativeness, but also the ability to think and react quickly, thus improving communication skills. In this case interactive learning technologies are regarded as the means of developing a foreign language competence of undergraduates at higher education establishments. The purpose of the article is to study the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. Methods. The given paper involves the theoretical analysis of scientific sources on the topic, comparison and systematization of the collected material and the empirical method of pedagogical observation and a questionnaire to comprehend the trends of the development of foreign language communicative competence of undergraduate students of non-linguistic specialties through the application of interactive technologies in the process of teaching foreign languages for specific purposes. Results. The research consists of three stages: the analysis of publications relating to the issue of our research; the analysis of the concepts (communicative competence, interactive model of teaching, interactive learning technology), relating to the topic of the research; the empirical monitoring of the effectiveness of the application of interactive technologies in the process of teaching foreign languages for specific purposes to undergraduate students of non-linguistic specialties. Originality. The monitoring of the educational process and the conducted survey found that the use of interactive technologies during practical classes stimulates interest, encourages students to learn foreign languages, and contributes to the formation of a communicative and pragmatic approach. Conclusion. Interactive technologies include learning outcomes that are clearly defined; interactive methods, tools, and forms that stimulate students’ learning, cognitive and mental environments, and procedures to accomplish the desired results. The use of interactive technologies is a way of providing the required conditions for communicatively effective learning. It supports personal cooperation and self-development, improves not only foreign language communication but also personal qualities.

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Section: Introductionmentioning

confidence: 99%

Foreign Language Teaching Using Interactive Technologies at Higher Education Establishments

Zablotska¹,

Meleshchenko²,

Chernii³

2022

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Foreign Language Classes for Professional Purposes at University: Development of Fluency

Durdas,

Harbuza,

Borshchovetska

et al. 2024

Continuing Professional Education: Theory and Practice

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This article explores the challenges and methods related to developing fluency in a foreign language for professional purposes at university. It deals with the difficulties faced by both teachers and students in maneuvring through linguistic complexities, overcoming language barriers and mastering specialized terminology relevant to various professional fields. The article highlights the importance of a targeted approach that fosters not only linguistic proficiency but also a deep understanding of cultural distinctions and communication norms, specific for various industries. Additionally, it investigates pedagogical strategies and methods aimed at enhancing fluency acquisition at classes of foreign language for professional purposes. Key challenges in the process of developing fluency at classes of foreign language for professional purposes have been highlighted: linguistic complexity; language barriers; cultural nuances; motivation and engagement; limited practice; fear of making mistakes; individual learning styles and preferences; assessment and feedback. Possible methods for developing fluency have been considered: communicative language teaching; immersion into a targeted language; organizing language exchanges; using authentic materials; role-playing and simulation; fluency-oriented activities, unassisted repeated reading and audio-assisted repeated reading; digital storytelling; vlogging, etc. By highlighting challenges and a certain number of existing methods of fostering fluency development, the article stresses on the necessity to provide regular feedback and correction of mistakes. Creating a favorable, engaging, interactive, and stress-free learning environment in the classroom has been stressed as the key prerequisite.

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Development of Professional Foreign Language Communicative Competency in Undergraduates of Non-Linguistic Specialties in the Conditions of Distant Learning

Cited by 2 publications

References 0 publications

Foreign Language Teaching Using Interactive Technologies at Higher Education Establishments

Foreign Language Teaching Using Interactive Technologies at Higher Education Establishments

Foreign Language Classes for Professional Purposes at University: Development of Fluency

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