Formation of foreign-language communicative competence of non-philological training profile students by means of Content-based Active Speaking Technology

Byrdina, Olga Gennadyevna; Dolzhenko, Svetlana Gennadyevna; Yurinova, Evgenia A

doi:10.15293/2226-3365.1804.01

Cited by 7 publications

(7 citation statements)

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“…Scientific and methodological literature analysis has shown that professional orientation of foreign language training of future specialists can be implemented through the use of Content-Based Active Speaking Technology (Byrdina et al, 2018), Task-Based Learning and Teaching (Du, 2017), Problem-Based Learning (Merrit et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Speaking about the advantages of integrating a professional component into foreign language education, methodologists N. Godzhaeva and T. A. Logunov noted the increase in motivation, the expansion of specialized terminology, the development of foreign language communicative competence among students of Kemerovo State University (Godzhaeva, Logunov, 2015). The works by S. Rezat (Rezat, Rezat, 2017: 4189) and O. G. Byrdina, S. G. Dolzhenko, E. A. Yurinova (Byrdina et al, 2018) are devoted to stimulating the development of students' understanding of a foreign language when studying specialized subjects. Researchers G. V. Denisova and E. A. Redkina, studying the issue of teaching foreign profes-sional communication, speak of the need for a methodology that can help students effectively use existing knowledge, skills, competencies in intercultural professional oral and written communication (Denissova et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

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Subject-Based Speaking как метод развития иноязычной профессиональной компетенции

Tleuzhanova

Syrymbetova

Mekezhanova

et al. 2021

Journal of Siberian Federal University. Humanities &Amp; Social Sciences

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The subject of the article is foreign language professional training of future teachers. The research is devoted to substantiation of Subject-Based Speaking method, which contributes to the development of foreign-language professional communicative competence among university students. The article is aimed at analyzing the effectiveness of using this method in foreign-language professional training. Research methods include study of psychological, pedagogical and methodological literature, observation and interviewing of the experiment participants, analysis of the experimental results. The article gives a detailed description of the stages, requirements, properties, and forms of training used in the proposed method. The results of the study can find application in practice of foreign-language training not only for future teachers, but also for other specialists, since Subject-Based Speaking method is focused on developing the ability to use a foreign language for professional purposes. Conclusion. Subject-Based Speaking is an effective method used for developing foreign language professional communicative competence, which helps to motivate students to learn a language, their willingness to communicate in a foreign language increases, and students demonstrate a higher level of foreign language professional communicative competence

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Subject-Based Speaking как метод развития иноязычной профессиональной компетенции

Tleuzhanova

Syrymbetova

Mekezhanova

et al. 2021

Journal of Siberian Federal University. Humanities &Amp; Social Sciences

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“…Byrdina at al.) proposed and described the technology of active speaking CAST, aimed at the gradual formation of all components of foreign language communicative competence, where the focus is not on the language form, but on the process of speaking [3]. J. Netolicka, I. Smirnova analyzed the possibilities of blended teaching of professional English (Blended Education), where the tasks of a foreign language communicative competence formation are carried out by combining traditional classroom classes and students' independent work using computer learning tools [14].…”

Section: Literature Reviewmentioning

confidence: 99%

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

Ponomarenko¹,

Susloparova²,

Susloparova³

et al. 2022

P Sci Edu

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Labour market modern requirements determine the need for high-quality language training for non-linguistic students, whose competitiveness is directly dependent on the level of foreign language proficiency. Teaching foreign languages shows that the use of various technologies requires a different approach to assessing students' learning activities. In this regard, the purpose of the study is to identify the impact of the use of alternative assessment of the students’ educational activities on the improvement of their foreign language communicative competence. The study involved 84 "Biology" and "Ecology" undergraduates of Vyatka State University. The following methods were used in the research: theoretical analysis and generalization of scientific literature on the research issue, observation, experimental training, questionnaire, analysis of quantitative and qualitative research results. Pearson's χ^2 test was used for the result statistical processing. The authors identified the following alternative assessment forms and methods: iPortfolio, We Create Activity, iLearn & Teach Project, Technical Report, Mock Job Interview. These forms and methods are approximated to the real situations of the professional sphere of future engineers. The results of the experiment showed that the number of students with a low level of foreign language communicative competence formation decreased from 40,5% to 17,9%, with an average level increased from 50% to 63,1%, with the high level increased from 9,5% to 19%. The estimated value of Pearson's χ2 statistics 11.308 falls within the zone of the significance of differences in the levels of formation of foreign language communicative competence. The significance of the study lies in the approach used "assessment as learning" to solve the problem of professionally oriented communicative competence formation. This approach ensured the student orientation to professional interests and created conditions for knowledge self-acquisition, increasing the student autonomy. In addition, it led to student awareness of the necessity to master a foreign language in relation to the professional training specifics.

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“…In the structure of the professionally oriented informational educational environment, we have identified a resource component represented by a set of informational tools (traditional: student's books; multimedia: Internet resources and Internet technologies) [4]. It is used to fill the content of subsequent components of the environment.…”

Section: The Objective Of the Workmentioning

confidence: 99%

How to create individual educational trajectories in the informational educational environment

2020

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The article considers the issues of designing individual educational trajectories for University students in the informational educational environment from the perspective of personal-oriented, environmental and professionally oriented approaches. The leading research methods are comparative statistical analysis and modeling, the first of which helps to analyze quantitative data that reflect parameters that are important for students’ academic performance and progress in the information educational environment, while the latter allows to model linguistic profiles designed for the individual educational trajectories. The informational educational environment as a unit of the educational space of the discipline “Foreign language” is a set of the following components: resource, informational components and socio-methodological, subject-operational and didactic-methodological sub-components, as well as subject-activity and procedural components.

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Formation of foreign-language communicative competence of non-philological training profile students by means of Content-based Active Speaking Technology

Cited by 7 publications

References 0 publications

Subject-Based Speaking как метод развития иноязычной профессиональной компетенции

Subject-Based Speaking как метод развития иноязычной профессиональной компетенции

Alternative assessment as a means of foreign language communicative competence formation in natural science undergraduates

How to create individual educational trajectories in the informational educational environment

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