scholarly journals Cyber quest as a means of supporting cognitive activity when teaching a foreign language online

2020 ◽  
Vol 46 (4) ◽  
pp. 455-467
Author(s):  
Nina A. Lozhkina ◽  
◽  
Olga S. Rubleva ◽  
Svetlana I. Tyutyunnik ◽  
Tatiana K. Belyaeva ◽  
...  
Keyword(s):  
Foreign Language ◽  
Virtual Worlds ◽  
Online Teaching ◽  
Communicative Competence ◽  
Cognitive Activity ◽  
Game Form ◽  
Software Environment ◽  
Chi Square ◽  
Cognitive Components ◽  
Online Format

The problem and the aim of the study. The transformation of the educational space has identified as priorities for online teaching: improving the quality of the materials provided, supporting cognitive activity and students’ independence, preparing teachers for the active use of web technologies. To implement these requirements, the authors propose the use of cyber quests, which in a game form allow providing additional resources for formation of the foreign language communicative competence. Research methods. To obtain theoretical generalizations, the analysis of scientific works on the problem of gamification of learning, formation of cognitive activity and foreign-language communicative competence was used. The cyber quest was implemented in the Quandary software environment. The study involved 90 first-year students of the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. The Pearson χ2 (chi-square) criterion was used in the experiment. Results. The essence of the concept «cyber quest», its functions and capabilities are investigated. The stages of developing cyber quests based on virtual worlds for learning a foreign language in the online format are defined. The mechanics of cyber quests in the Quandary program environment are described in detail (implementation options “Assembling the parts of the whole”; “Experience rating”; “Maintenance of an interactive object”; “Successive activation”). The cyber quest is focused on solving future professional problems in the direction of preparing “Agricultural Engineering” and includes two organization strategies: “Control” and “Training”. The main difficulties of software implementation (for example, the ambiguity of using open-type assignments) and methodological support (the need to maintain balance between the game and learning) are highlighted. The dynamics was assessed according to the levels of formation of the cognitive activity and statistically significant differences were revealed on the qualitative changes that occurred in the pedagogical system χ2obs. 2 > χ2crit.0.05 (6,70 > 5,99). In conclusion factors that ensure the effective use of the cyber quest to support the cognitive activity of students when learning a foreign language in the online format are summarized: non-linear motion paths; resolution of problematic situations of the practice-oriented nature; combination of entertaining and cognitive components, etc.

Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning

2020 ◽  
pp. 64-76
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Intercultural Interaction ◽  
Cognitive Components ◽  
Conflict Situations ◽  
Ability And Willingness

The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.

scholarly journals ІНТЕГРОВАНИЙ ПІДХІД ДО ОЦІНЮВАННЯ РІВНЯ СФОРМОВАНОСТІ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ ЗА ДОПОМОГОЮ ШТУЧНИХ НЕЙРОННИХ МЕРЕЖ

2015 ◽  
Vol 48 (4) ◽  
pp. 140
Author(s):  
Olha V. Zastelo
Keyword(s):  
Neural Networks ◽  
Artificial Neural Networks ◽  
Foreign Language ◽  
Communicative Competence ◽  
Mathematical Methods ◽  
Software Environment ◽  
Specialized Software ◽  
Non Linear ◽  
Complex Test ◽  
Integral Assessment

In this article the method of the integral assessment of the level of students` foreign language communicative competence by the group of experts through the complex test in a foreign language is considered. The use of mathematical methods and modern specialized software during complex testing of students significantly improves the expert methods, particularly in the direction of increasing the reliability of the assessment. Capitalizing analytical software environment realizes the simulation of non-linear generalizations based on artificial neural networks, which increases the accuracy of the estimate and allows further efficient use of the competent experts` experience gained in the model.

scholarly journals Using the electronic portfolio as a means of formation the foreign language communicative competence when training future tutors-teachers

2021 ◽  
Vol 52 (4) ◽  
pp. 492-505
Author(s):  
Larisa E. Babushkina ◽  
◽  
Natalia A. Sergeeva ◽  
Olga S. Rubleva ◽  
Irina A. Tyutyunnik ◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Statistical Processing ◽  
Electronic Portfolio ◽  
Professional Activity ◽  
Chi Square ◽  
Research Activities ◽  
Language Communication ◽  
Electronic Learning Environment

The problem and the aim. Intercultural, foreign language communication is an integral part of the modern electronic learning environment. The professional competence of the future teacher as a subject of information interaction is manifested in the ability and readiness to speak a foreign language while performing official duties, in research activities, for self-realization. The authors propose to use the capabilities of the electronic portfolio for the formation of foreign language communicative competences of students of pedagogical training programs in the information educational space. Research methods. Theoretical analysis and generalization of scientific literature were used to determine the components of the foreign language communicative competence, the content and structure of the electronic portfolio. The method of pedagogization of the information technology, group interaction, assessment by external experts, mutual assessment and self-assessment are used for designing and scaffolding of the electronic portfolio with digital tools. The experiment involved 64 students of the Vyatka State University of the training program 44.03.01 Pedagogical education (bachelor level). The software is the Tilda service (https://tilda.cc/ru/). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, future tutors-teachers used Tilda tools to determine the structure and content of the electronic portfolio (categories, sections, projects), which was subsequently provided for discussion and analysis by other students, external experts. The assessment of the levels of formation of the foreign language communicative competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,07 > 5,99). In conclusion features of designing and using electronic portfolios, implemented on the Tilda platform to present achievements in the foreign language communicative, educational, cognitive, professional activity are summarized.

Donde fueres haz lo que vieres. aportaciones de la neurociencia al desarrollo de la competencia pragmÁtica. un nuevo horizonte en la enseñanza del ele

2012 ◽  
Vol 164 ◽  
pp. 22-38
Author(s):  
Paula Lorente Fernández ◽  
Ana Bengoetxea Arrese ◽  
Buyse Kris ◽  
Mercedes Pizarro Carmona
Keyword(s):  
Foreign Language ◽  
Virtual Worlds ◽  
Communicative Competence ◽  
Current Trend ◽  
Learning By Doing ◽  
Foreign Languages ◽  
Pragmatic Competence ◽  
Language Classroom ◽  
New Type ◽  
The Brain

Abstract The current trend in teaching foreign languages is to conceive the development of pragmatic competence as an essential and inseparable part of communicative competence. Today, progress of Cognitive Neuroscience enables one to consider social behavior in neuroanatomical terms: knowing how the brain integrates complex concepts of pragmatic competence proves highly effective in developing methodologies used in the language classroom to address these issues. The use of games and learning by doing in virtual worlds may be regarded as a very interesting option in order to acquire this competence. In this contribution, we have aimed at combining theoretical principles of Neuroscience and didactics to offer, in the specific case of Teaching Spanish as a Foreign Language (TSFL), a relatively new type of teaching material: the Serious Game, as well as to present the results of a first qualitative study of the use of this type of material in the field of language acquisition.

The symbolic dimensions of the intercultural

2010 ◽  
Vol 44 (3) ◽  
pp. 354-367 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Virtual Worlds ◽  
Intercultural Competence ◽  
Language Use ◽  
Communicative Competence ◽  
Well Being ◽  
Third Place ◽  
Research And Teaching ◽  
Language Classrooms

While communicative competence is characterized by the negotiation of intended meanings in authentic contexts of language use, intercultural competence has to do with far less negotiable discourse worlds, the ‘circulation of values and identities across cultures, the inversions, even inventions of meaning, often hidden behind a common illusion of effective communication’ (Kramsch, Lévy & Zarate 2008: 15). The self that is engaged in intercultural communication is a symbolic self that is constituted by symbolic systems like language as well as by systems of thought and their symbolic power. This symbolic self is the most sacred part of our personal and social identity; it demands for its well-being careful positioning, delicate facework, and the ability to frame and re-frame events. The symbolic dimension of intercultural competence calls for an approach to research and teaching that is discourse-based, historically grounded, aesthetically sensitive, and that takes into account the actual, the imagined and the virtual worlds in which we live. With the help of concrete examples from the real world and foreign language classrooms, the paper attempts to redefine the notion of third place (Kramsch 1993) as symbolic competence.

scholarly journals Formation of foreign language competences of students using mobile applications

2021 ◽  
Vol 51 (3) ◽  
pp. 481-493
Author(s):  
Natalia A. Sergeeva ◽  
◽  
Vera G. Ryabchikova ◽  
Ekaterina G. Nikulina ◽  
Olga S. Rubleva ◽  
...  
Keyword(s):  
Foreign Language ◽  
Mobile Applications ◽  
Cognitive Activity ◽  
Educational Practice ◽  
Word Formation ◽  
Learning Technologies ◽  
Educational Process ◽  
First Year Students ◽  
Language Communication ◽  
Online Format

The problem and the aim of the study. The modern epidemiological situations, the format of distance interaction determine the importance of including digital technologies in teaching a foreign language. The problems of obtaining the practice of oral foreign language communication, studying the norms of vocabulary, grammar and mechanisms of word formation are topical. The authors investigate the conditions for the effective use of mobile applications for formation of foreign language competences of students with purposeful integration of work using m-learning technologies into the educational process of the university. Research methods. The theoretical analysis and generalization of scientific literature on m-learning, problems of teaching a foreign language in the online format are applied. The research methodology is based on the principles of task-based learning. The provisions of the communicative-activity approach were taken into account when integrating mobile applications into the subject-subject scheme of foreign language communication. The empirical methods were used (testing, analysis of the results of work with mobile applications and MS Teams). The study involved 97 first-year students of the training program 44.03.05 Pedagogical education, two educational program specializations (training level – bachelor's degree) of Vyatka State University. In the experiment, the Fisher criterion was used to process the results. Results. The students of the experimental group were involved in the cognitive activity with mobile applications within the framework of the specially designed module, group interaction over a project, educational practice, professional self-presentation and intercultural foreign language communication. Statistically significant differences between the experimental and control groups in terms of the level of foreign language competence φCRIT = 1.64 <φEMP = 2.418 were revealed. In conclusion the conditions under which the use of mobile applications for the formation of foreign language competences of students will be as effective as possible are summarized: the purposeful nature of work with m-learning technologies; collaboration of teachers of related disciplines; active participation of students at all stages of choosing and using a mobile application; creation of cases of mobile resources.

scholarly journals Forming the foreign language communicative competence by means of the foreign language in a non-linguistic educational organization

2020 ◽  
pp. 240-249
Author(s):  
Tatyana E. Vavilova ◽  
Elena I. Eremina
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Cultural Context ◽  
Professional Competence ◽  
Communicative Competence ◽  
Cognitive Activity ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Educational Organization ◽  
Important Indicator

The article deals with a topical issue – forming the foreign language communicative competence of students in the process of foreign language learning in a non-linguistic educational organization. Foreign language is an educational discipline that helps students acquire and improve their reading and speaking skills in the language they are studying, as well as form the basis of their communicative competence. In this capacity, a foreign language plays an important role in specialists training of the Internal Affairs bodies, since the foreign language knowledge is a mandatory component of a modern police officer professional competence. The authors focus on the choice of learning strategies, which are based on the development of the ability and real readiness to implement foreign language communication, the ability to achieve mutual understanding with native speakers. Attention is paid to the selection of educational material focused on the foreign language communicative competence formation, an important indicator of which is not only the correctness of speech from the point of view of the language norms, but also from the point of view of the cultural context. The authors come to the conclusion that the main tasks for the foreign language communicative competence formation is to constantly stimulate students’ cognitive activity and to increase their motivation to learn a foreign language.

scholarly journals MEDICAL STUDENTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE AS A COMPONENT OF PROFESSIONAL TRAINING

2020 ◽  
pp. 65-70
Author(s):  
M. Ya. Kichula ◽  
Jolanta Shemprukh
Keyword(s):  
Medical Students ◽  
Foreign Language ◽  
Professional Training ◽  
Interpersonal Relations ◽  
Communicative Competence ◽  
Cognitive Activity ◽  
Medical Professional ◽  
Value Orientations ◽  
Theory And Practice ◽  
Medical University

The relevance of the topic is due to the entry of the world community into the era of information civilization, acceleration and intensification of information processes, improvement of communication means, which entails the need to overcome communication barriers, which are foreign languages. The current stage of society development requires medical specialists to speak a foreign language as a means of communication to solve professional and social problems, and to successfully cooperate internationally. The theory and practice of modern education require the development of employees’ communication skills. In order to effectively interact in science and practice, in the field of interpersonal relations, a medical specialist needs to have communicative qualities that represent an integrative connection of value orientations, moral positions and aspirations, knowledge, skills, and professional medical ethics. Mastering a foreign language requires a certain orientation of the student’s personality at a medical university and the formation of cognitive activity. The value orientations act as an energizer of this orientation of the medical students. The formation of value orientations for learning a foreign language is necessary from the first day of training at a medical university. In contrast to speech activity, communication activity involves not only the ability to express thoughts in a foreign language, but also a certain communicative behavior of the doctor. The communicative orientation of training should be an interactive learning goal that focuses on achieving foreign-language medical professional communicative competence in the unity of all communication functions: cognitive, regulatory, value-oriented, label, pragmatic. The aim and tasks of the research are a need to clarify the essence of communication, the ratio of communication and types of communication, determining the location of foreign speech as a means of medical communication.

scholarly journals Investigation conditions for inclusion of gamification elements in study of the basics of algorithmization and programming to improve the quality of educational results of pupils

2021 ◽  
Vol 52 (4) ◽  
pp. 461-477
Author(s):  
Elena K. Gerasimova ◽  
◽  
Nadezhda V. Gavrilovskaya ◽  
Elena V. Soboleva ◽  
Tatyana N. Suvorova ◽  
...  
Keyword(s):  
Game Design ◽  
Research Collaboration ◽  
Social Activity ◽  
Cognitive Activity ◽  
Statistical Processing ◽  
Game Form ◽  
Chi Square ◽  
Educational Achievements ◽  
Logo Programming

The problem and the aim of the study. Formation of programming skills, communication with artificial intelligence and other people, the level of thinking development are the basic indicators that determine effectiveness of the didactic system. Within the framework of e-learning, digital technologies, gamification elements, cyber-physical devices, etc. are actively used to support the quality of learning. The authors investigate conditions for effective inclusion of gamification elements in algorithmization and programming activities to increase the level of educational achievements of pupils. Research methods. The analysis and generalization of scientific literature on the problems of gamification of learning and cognition processes, the study of the basics of algorithmization are used. For development of game projects, debugging and testing applications, the ideas of structural programming, the method of step-by-step detailing are used. The programming technology is supported by the principles and techniques of gamification. Empirical methods that were used are observation, analysis of the results of work in the Logo program (user interface, game design, choice of algorithmic constructions, etc.). The study involved 48 pupils who study in grades 5-6 in Kirov school №11. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The pupils of the experimental group were involved in the purposeful cognitive activity on development of game projects using the Logo programming language (studying fundamental concepts, graphical capabilities, managing a Turtle in the object-oriented environment, research, collaboration, social activity). Statistically significant differences were found between the experimental and control groups in the level of educational achievements χ2emp.2 > χ2crit0.05 (7.885 > 7.815). In conclusion, the conditions under which the gamification of learning the basics of algorithmization and programming is maximally effective for improving the quality of academic achievements of schoolchildren are summarized: correlation of the didactic goal and the result of the game form of work, the choice of the plot for the game project, thinking through the mechanisms of feedback and interactivity, the distribution of roles, etc.

scholarly journals Methods and techniques for forming the communicative competence of future teachers

2020 ◽  
Vol 132 (3) ◽  
pp. 112-117
Author(s):  
G.K. Sarkanbaeva ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Communicative Competence ◽  
Cognitive Activity ◽  
Educational Technologies ◽  
Future Teachers ◽  
Methods And Techniques

The article deals with the formation of communicative competence of future teachers in the process of professional training. Implementation with the use of modern educational technologies in teaching a foreign language contributes to the formation of scientific and cognitive activity of future teachers, the development of their thinking capabilities, and the improvement of professional training. In this regard, the field of application of debate technologies is very extensive.

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