scholarly journals Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages

2019 ◽  
Vol 11 (1) ◽  
pp. 312
Author(s):  
Yulya Zhurat ◽  
Natalya Davydzuc ◽  
Maria Oliynyk
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Material ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Educational Activity ◽  
Social Nature ◽  
Effective Components

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.

scholarly journals Innovative technologies of teaching foreign languages

2021 ◽  
pp. 221-229
Author(s):  
Д.А. Зайналова
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Learning Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Quantitative Composition ◽  
Motivation To Learn ◽  
Sources Of Information ◽  
Teaching English ◽  
First Year Students

В статье проанализированы современные методы преподавания иностранного языка и обоснована целесообразность их использования в технических учреждениях высшего образования. Процесс преподавания английского языка в неязыковых высших учебных заведениях имеет определенные особенности, связанные с разным начальным уровнем языковой подготовки первокурсников; количеством академических часов, отведенных на изучение этой дисциплины; количественным составом групп; низкой мотивацией к освоению иностранного языка. Отмечено, что в учебном процессе важную роль играет мотивация, формирование которой у студентов технических вузах должно быть одной из основных задач учебно-воспитательного процесса. Установлено, что значительно повысить результативность занятия можно при условии профессионально ориентированного наполнения содержания дисциплины "иностранный язык" в технических вузах. Выяснено, что применение интерактивных технологий обучения предусматривает обращение к коммуникативному, в частности когнитивно-коммуникативному, и конструктивистского методов преподавания иностранного языка. Доказано, что использование инновационных подходов к преподаванию английского языка и мультимедийных средств обучения дает возможность студентам повысить мотивацию к изучению иностранных языков, обеспечить доступ к новым, альтернативным источникам информации, развить самостоятельную умственную деятельность, сформировать коммуникативные навыки, культурную и профессиональную компетентность. The article analyzes modern methods of teaching a foreign language and justifies the expediency of their use in technical institutions of higher education. The process of teaching English in non-linguistic higher educational institutions has certain features related to the different initial level of language training of first-year students; the number of academic hours allocated to the study of this discipline; the quantitative composition of groups; low motivation to learn a foreign language. It is noted that motivation plays an important role in the educational process, the formation of which among students of technical universities should be one of the main tasks of the educational process. It is established that it is possible to significantly increase the effectiveness of the lesson provided that the content of the discipline "foreign language" is professionally oriented in technical universities. It is found that the use of interactive learning technologies involves the use of communicative, in particular cognitive-communicative, and constructivist methods of teaching a foreign language. It is proved that the use of innovative approaches to teaching English and multimedia teaching tools allows students to increase motivation to learn foreign languages, provide access to new, alternative sources of information, develop independent mental activity, form communication skills, cultural and professional competence.

scholarly journals PECULIARITIES OF TEACHING FOREIGN LANGUAGES IN TERMS OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 90-98
Author(s):  
SVITLANA VYSOTCHENKO ◽  
IRYNA MALYNOVSKA
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Educational System ◽  
Educational Process ◽  
Foreign Languages ◽  
Educational Activity ◽  
Authentic Texts ◽  
Theoretical Concepts ◽  
Motivating Factor

The article reviews the key peculiarities of teaching foreign languages in the conditions of distance learning. It has been established that the basis of modern paradigms of education consists in scientific and theoretical concepts reflecting the main features of reality. These include personality-oriented learning, individualization and differentiation of educational activity, the formation of motivation to learn, self-development of students and etc. The given conceptual ideas of education are successfully implemented in modern information and educational environment. This provides the organization of the educational process due to information and communication technologies both in person and remotely. Modern paradigms of teaching foreign languages reflect the main features of the modern educational system. The article has considered distance learning as one of the actual areas of modernizing education, as well as the peculiarities of teaching foreign languages ​​in terms of distance learning. It has been summarized that the process of introducing distance learning into the educational system in different countries has its own peculiarities. The specificity of the subject “Foreign language” is correlated with the specifics of distance learning, the main peculiarities of which are network (remote) interaction of all participants of the learning process and a relatively bigger scope of individual work conducted in the form of “Just in time”, interactivity, selection and structuring of educational materials (authentic texts), pedagogical technologies, etc. It has been concluded that distance learning is a motivating factor in learning foreign languages. It contributes to the achievement of personal, metadisciplinary, subject learning outcomes and, ultimately, achieving the aim of learning foreign languages, that is forming foreign language communicative competence

scholarly journals The role of education informatization in improving the efficiency of the educational process

2021 ◽  
Author(s):  
Iryna Skril ◽  
Nataliia Vasylyshyna ◽  
Tetiana Skyrda ◽  
Olena Moroz ◽  
Tatiana Voropayeva
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Language Proficiency ◽  
Information Exchange ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Foreign Language Proficiency ◽  
The Future ◽  
High Level

The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.

scholarly journals VISUALIZATION AS AN EFFECTIVE METHOD OF STUDYING PEDAGOGY STUDENTS

2020 ◽  
Vol 8 (15) ◽  
Author(s):  
Oksana Bartkiv ◽  
Evheniya Durmanenko ◽  
Oksana Smalko
Keyword(s):  
Visual Culture ◽  
Cognitive Activity ◽  
Educational Material ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Activity ◽  
Verbal Information ◽  
Logical Circuit ◽  
Project Learning ◽  
Process Formation

Abstract. In the article reveals the effectiveness of using the method of visualization of the content of educational material in pedagogy. The aim of this article is an analysis of methods of visualizing the content of educational information in pedagogical classes during the study of the topic “Project Learning Technologies”. During a scientific search the methods of analysis, synthesis, generalization, systematization, modeling are used. It is emphasized, that one of the effective ways of activating students' educational activity is visualization of educational material, the active use of which in the educational process allows to move away from the passive perception of the content by the future specialists to the active mastery of it; visualization provides intensification of the educational process, formation and development of students' critical and visual thinking. Visualization is defined as ways of clearly covering the content of educational material in a structured form by means of diagrams, tables, graphs, frames, etc., which will contribute to the effective acquisition of the system of competences by the acquirers of education. In the process of teaching of course "Pedagogy" students are best developed active creativity, critical thinking, when using traditional ways of visualizing the content of educational material (flowchart, graph diagram, logical circuit (sequence of processes), table, etc.) and the newest (denotation) graph, frame, intellectual and strategic maps, cluster, etc.). The ways of visualization of the content of educational material on pedagogy (denotation graph, frame, intellectual maps) in the course of studying the topic "Technology of project training" are revealed. The variants of visualization of the content of the educational material on the project technology of training with the help of a frame, a denotation graph, and intellectual maps are offered. Summed up, that visualization of the content of educational material on pedagogy allows to solve a number of pedagogical tasks, namely: to promote intensification of learning; to activate educational and cognitive activity of students; to develop critical, creative and radiant thinking; duplicate verbal information in a figurative way, establishing causality between pedagogical concepts and phenomena; to shape visual literacy and visual culture.

scholarly journals REALIZATION OF SUBJECT-SUBJECT INTERACTION IN CONDITIONS OF DISTANCE LEARNING OF FOREIGN LANGUAGES BY MEANS OF ICT

2021 ◽  
pp. 36-41
Author(s):  
H. Vaskivska ◽  
H. Skyba
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Style ◽  
Language Proficiency ◽  
Cognitive Activity ◽  
Education Institution ◽  
Educational Process ◽  
Foreign Languages ◽  
Learning Material ◽  
Learning Time

The article examines innovative aspects of distance learning of a foreign language using ICT in current epidemiological realities. The authors have analysed advantages of the introduction of ICT in distance learning of foreign languages as an effective technical visual and auditory tool and a mean of educational and cognitive activity of students, which helps to increase the motivation and desire of students to learn a foreign language. Means of increasing interactive and communicative activity in the process of learning foreign languages have been researched. The use of ICT in the educational process (foreign language teaching) makes it possible to bring something new to the usual forms of work of a teacher of higher education institution and a teacher of general secondary education, which contributes to discovering more interesting, more comprehensive and more complete innovative potential of distance learning. In this context, the use of ICT contributes to a clearer presentation of even complex learning material and thus allows to reduce learning time for successful mastering of topics. With the implementation of ICT (Zoom, Skype, Teams, etc.) in the process of distance learning of a foreign language, you can not only create an artificial foreign language environment, but also bring it closer to the natural, through the organization of communication with native speakers. Thanks to ICT in the process of distance learning it is possible to solve problems of learning foreign languages in cooperation, as well as individualization and differentiation of learning considering various factors: level of foreign language proficiency, speed of learning, time limits, learning style, personal educational needs and learning pathways etc.

scholarly journals PROBLEMS IN TEACHING FOREIGN LANGUAGE

World Science ◽  
2020 ◽  
Vol 2 (2(54)) ◽  
pp. 18-21
Author(s):  
Elena A. Veliyeva
Keyword(s):  
Active Learning ◽  
Foreign Language ◽  
Learning Process ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Search Problem ◽  
Theoretical Understanding ◽  
Motivation For Learning ◽  
The Creation

This article discusses the problems of teaching a foreign language at a technical university at the present stage. The problem of deepening cognitive activity, strengthening the independence and creativity of students is one of the stimulating tasks in pedagogy. The modern orientation of education towards the formation of a person’s competence in activities and communication presupposes the creation of didactic and psychological conditions in which a student can show a personal position, individuality, express himself as a subject of training. And, namely, the student is involved in the process of educational activity with varying degrees of activity. The article also describes three levels of cognitive activity of students: reproducing, interpreting and creative. The first level, reproducing, is characterized by the desire of students to understand, remember, reproduce the acquired skills, mastering the ways of performing actions on the model. The interpretation level implies a desire to comprehend the meaning of what is being studied, to apply knowledge and mastered methods of activity in new educational conditions. The creative level, on the other hand, provides students with a readiness for a theoretical understanding of knowledge, an understanding of the connections between objects and phenomena, an independent search for solutions to problems. The article analyzes passive and active learning, depending on the level of cognitive activity of students in the educational process. With passive learning, the student acts as an object of educational activity (monologue lectures, reading literature, demonstrations) and does not perform any problematic, search tasks. With active learning, the student becomes the subject of educational activity, enters into a dialogue with the teacher, actively participates in the cognitive process, performs creative, search, problem tasks. Moreover, in this article, based on the objective laws of the process of cognitive activity of a person, information on problem education is given. And, namely, the basis of the theory of problem-based education is: 1. purposefulness (i.e. not one goal is to study the material, but several - educational, educational, developing); 2. The problematic structure of educational material; 3. A combination of creative and reproductive teaching methods; 4. duality of the learning process (the listener is not a passive object of pedagogical activity, but an active subject of the learning process); 5. The corresponding structure of knowledge; 6. systematic motivation for learning (the formation of students' cognitive needs and interest in knowledge). It is also noted that when implementing the principle of problem-based learning, a whole series of psychological and related problems arise, primarily with the creation of a problematic situation corresponding tasks to be solved. This article provides solutions to these problems.

scholarly journals INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A METHOD OF ACTIVATING THE COGNITIVE ACTIVITY OF STUDENTS IN PROFESSIONAL TRAINING

2020 ◽  
pp. 9-12
Author(s):  
N. Holovko ◽  
V. Zarutska ◽  
A. Cherepakha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Modern Society ◽  
Training System ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Training ◽  
Training Problem ◽  
Short Period

Different approaches to the interpretation of the essence of innovative pedagogical technologies have been highlighted in the article, as well as their influence on the activation of cognitive activity of students as future specialists. It has been analysed that methods of intensification of educational activities are aimed at forming positive motives for learning, stimulate cognitive activity and at the same time contribute to the enrichment of educational information. The implementing of innovative pedagogical technologies in the educational process will increase students' interest in learning, teach them to work independently, be communicative and mobile, adapt to the requirements of modern society. It has been considered that innovative pedagogical technologies are the purposeful, systematic and consistent implementation of innovative methods, techniques, tools that encompass a holistic educational process from determining its purpose to expected results. This is due to the fact that the training system of a future specialist must comply with modern trends in the development of society, its needs. Innovative learning is a learning and educational activity focused on dynamic changes in the world around us, based on the development of various forms of thinking, creative abilities, and high social and adaptive abilities of an individual. In the professional and practical training of future teachers, technologies are being introduced to form their professional competence, among which are: personality-oriented education and training, group educational technology, information technology, project training, problem-based learning theory, interactive technology, creative personality formation technology , game technology theory, specialized training, integrated technologies and others. Technologies contribute to the assimilation of knowledge and skills, the activation and development of mental actions, the system of effective practical sphere, the strengthening of emotionality, the development of a creative nature; independence in decision making; the desire to acquire skills in a relatively short period.

scholarly journals ОСОБЛИВОСТІ ВИВЧЕННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІМИ ВЧИТЕЛЯМИ МАТЕМАТИКИ В УМОВАХ ЗМІШАНОГО НАВЧАННЯ

2021 ◽  
pp. 257-260
Author(s):  
О. Д. Чібісов ◽  
Ю. С. Простакова ◽  
О. Г. Штонда
Keyword(s):  
Visual Perception ◽  
Cognitive Activity ◽  
Educational Material ◽  
Educational Process ◽  
Educational Activity ◽  
Future Teachers ◽  
Online Services ◽  
Interactive Exercises

The authors noted that to organize the educational process of future teachers of mathematics in a blended environment, it is advisable to use online services to create interactive exercises that allow: individualize the educational process according to the characteristics and needs of students; to organize educational material taking into account various ways of educational activity; to strengthen the visual perception and facilitate the assimilation of educational material; to intensify the cognitive activity of students.

The technology of teaching a foreign language in a technical university

2020 ◽  
Vol 45 (4) ◽  
pp. 194-204
Author(s):  
A. Amirova ◽  
◽  
G. Rahmetova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Educational Process ◽  
Foreign Languages ◽  
Learning Goals ◽  
Educational Approach ◽  
Models Of Teaching ◽  
Technical University ◽  
Characteristic Features ◽  
Methodological Principles

This work studies the problems of teaching foreign languages in modern education, namely in technical universities, are studied. The article highlights the features of modeling the system of teaching foreign languages. The purpose of the article is to study models of teaching in pedagogy and didactics, using examples proposed by various scientists on the methodology of teaching foreign languages in technical universities. Some methodological principles and features of teaching a foreign language at a technical university are considered, based on the criterion for the development of professional competence. The current technologies of teaching a foreign language to students in higher technical school are highlighted, the final result of which is the transition from mastering language means to the formation of speech skills in students and the development of speech skills. The specificity of the contingent of students of a technical university is that the curriculum includes mastering a foreign language as a means of further self-education and self-development, and modern youth are well aware of the advantages of knowing a foreign language. The paper analyzes modern foreign language teaching in a technical university within the framework of a personality-oriented educational approach, on the basis of different methodological approaches, discloses the concepts of the educational process as a system consisting of the proposed structural components - the hierarchy of learning goals, information technology support of the educational process, student, teacher. The characteristic features of the system of teaching foreign languages in technical universities, which takes into account the peculiarities of the educational space of a modern university, are highlighted and described. The introduction of this system will bring the teaching of foreign languages to a new level that meets the modern requirements for training specialists.

scholarly journals Methodology of Future Teacher’s Professional Communication Formation by Means of Foreign Languages

2018 ◽  
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Successful Communication ◽  
Professional Field ◽  
Teacher Professional ◽  
Communication Study

The article is dedicated to study the methodology of future teacher professional communication formation during the foreign languages lessons in higher pedagogical educational institutions. The authors of the article investigate scientific literature on the topic and summarize the concepts of communication, pedagogical communication and professional communication, study their features and show the necessary conditions of successful communication organization in the educational process. The importance of the person-oriented and professionally-oriented approaches to foreign languages study in higher educational establishments is proved, on the basis of analysis of these approaches general descriptions. The authors of the article line up the scheme of work for a teacher for the future teachers students professional communication formation by means of foreign languages. The importance of the foreign language teacher’s behavior and work is marked as a standard and main organizer of educational process; he/she uses various educational methods, techniques and facilities, professionally-oriented literature and extracurricular events and art lessons for upbringing of international level specialist, who will be able to carry out communication in the professional field.

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