Technology of Students’ Professional Competences Formation While Teaching a Foreign Language

Kondrateva, Irina; Valeev, Agzam A.

doi:10.1016/j.sbspro.2015.04.313

Cited by 7 publications

(5 citation statements)

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“…With regard to teaching a second language, this problem was studied by methodologists Iskandarova (2000); Gardner and Lambert (1972), Littlewood (1984). The analysis of the features of professional self-education was carried out by Belykh (2004), Ivanova (2013); Kondrateva and Valeev (2015). Issues of personification of multicultural education are studied by Liver (2000); Nunan (1992); Wenden (1998).…”

Section: Problem Statementmentioning

confidence: 99%

Development Of Students’ Reflexive Readiness For Self-Education In Teaching A Foreign Language

Khuziahmetov¹

2020

The European Proceedings of Social and Behavioural Sciences

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The relevance of the study of this problem is due to the importance of developing students' reflexive readiness for self-education in the framework of teaching a foreign language in the context of their ability to enrich their knowledge in the direction of their implementation in a certain field. In this regard, the development of students' reflexive readiness for self-education is becoming one of the most promising methods of effective education. The following aspects are revealed in the article: The main characteristics of self-education in the study of a foreign language; Levels of reflective readiness for learning a foreign language; The manifestation of student reflection in the context of the analysis of one's own cognitive activity; The possibilities of individual educational programs in the study of a foreign language on the basis of reflective activity; The role of the teacher in the development of students' reflexive readiness for self-education. Moreover, the article identifies the types of reflection; the methodological grounds of students' reflexive readiness for self-education in the form of certain components (axiological, systemic, reflective, creative and functional) are justified; the structural components of reflexive activity are revealed; the role and place of reflection as a factor in the self-organization of an autonomous study of a foreign language is shown; presents a set of necessary reflective skills; the functional aspect of reflection is presented in the form of situational reflection, retrospective reflection and perspective reflection.

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Section: Problem Statementmentioning

confidence: 99%

Development Of Students’ Reflexive Readiness For Self-Education In Teaching A Foreign Language

Khuziahmetov¹

2020

The European Proceedings of Social and Behavioural Sciences

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“…Nowadays, the process of teaching a foreign language is seen as a process of interaction between the teacher and students with the aim of imparting on young people knowledge, skills and values (Kondrateva & Valeev, 2015). In this regard, in the system of knowledge organization of university students when teaching a foreign language can be divided into the following sections: the didactic (or educational) section, the cultural section, and the organizational section.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Students a Foreign Language as a Form of Organization of Their Knowledge

Khuziakhmetov¹,

Valeev²

2019

ARPHA Proceedings

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At present, the global goal of mastering a foreign language is the ability and skill to participate in the dialogue of cultures. At the same time, it is not just about knowing the language but about the ability to use it in real communication, that is, about practical knowledge of the language. Therefore, it is necessary to have educational standards that would imply an increase in the effectiveness of the educational process in which various methods, techniques and organizational forms of education would contribute to the complete organization of the knowledge of the students. In view of this, the following aspects are considered in the article: peculiarities of teaching university students a foreign language; the organization of teaching a foreign language in a functional context; the basic principles of teaching a foreign language; basic methodological approaches for teaching students in the context of the form of organization of their knowledge; increase of intellectual and general cultural level of students' knowledge when studying a foreign language; opportunities to improve the form of organization of knowledge when teaching students.

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“…Although learning English as a foreign language is considered difficult but the development of technology has helped to learn the language a lot easier. Kondrateva & Valeev (2015) mentioned that it is possible to confirm the effectiveness of the provided technology for forming and enhancing the professional competencies of future specialists by observing students' increased motivation to study a foreign language, their progress, and changes in behavior. There are many kinds of media used in teaching and learning languages, some of them are through songs, movies, games, and social media.…”

Section: Introductionmentioning

confidence: 99%

Disney Movies as a Tool in Increasing Listening Skill

Manurip

Katemba

2023

joe

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This research was conducted to find out whether the use of Disney movies can help EFL college students to increase their listening skill and their perception toward the Disney movie. There are four research questions that are the purpose of this research: 1. What does EFL college students’ perception about the use of Disney movies as a tool in increasing their listening skill? 2. Does learning through feature movies (Disney) considered effective for EFL Students? 3. What are the benefits of using Disney movies as a tool in increasing listening skill? 4. What are the disadvantages of using Disney movies as a tool in increasing listening skill? This was quantitative research. The data was collected through an online questionnaire that was given to EFL college students from public and private universities in Indonesia. A total of 77 respondents participated in this study. The findings of this research showed that EFL college students that used Disney movies as their learning media had increased their listening skill and gained confidence and motivation in learning the English language.

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Technology of Students’ Professional Competences Formation While Teaching a Foreign Language

Cited by 7 publications

References 0 publications

Development Of Students’ Reflexive Readiness For Self-Education In Teaching A Foreign Language

Development Of Students’ Reflexive Readiness For Self-Education In Teaching A Foreign Language

Teaching Students a Foreign Language as a Form of Organization of Their Knowledge

Disney Movies as a Tool in Increasing Listening Skill

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