scholarly journals Formation of meaning-making motivation of undergraduate students in the process of foreign language education

2021 ◽  
Vol 52 (4) ◽  
pp. 220-237
Author(s):  
Olga V. Volodina ◽  
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Meaning Making ◽  
Knowledge Society ◽  
Language Education ◽  
Role Playing ◽  
Foreign Language Education ◽  
Educational Technologies ◽  
Intellectual Culture ◽  
Future Teachers

Introduction. In the modern educational context of knowledge society, the strategies of intellectualization of education are put forward as priorities. Fostering of personal intellectual culture is an actual purpose of the professional education of future teachers. The important condition of the process of intellectualization of foreign language education in higher school is the stipulation of the development of speech-thinking activity. The motivational factor of fostering of personal intellectual culture in undergraduate pedagogical students is connected with the actualization of the motives of communication, social interaction, self-realization, self-regulation, as well as the formation of meaning-making motivation for performing speech-thinking activity. The purpose of this study is to identify the pedagogical conditions for formation of meaning-making motivation in the process of learning a foreign language to ensure students’ speech-thinking activity as the means of fostering of personal intellectual culture. Materials and methods. The methodological basis of the research are the principles of the concepts of intellectualization of education and fostering of personal intellectual culture, motivation, speech-thinking activity and systemic, activity-based, communicative-cognitive, polysubjective, personality-developing, personality-oriented approaches. The research methods: modeling of the process of fostering of personal intellectual culture in undergraduate pedagogical students by means of foreign-language education; the analysis of educational technologies for the formation of cognitive, social and meaning-making motives. Research results. The potential efficiency of applying the educational technologies and methods of the symbolic-modeling type of activity (the method of role-playing games, the method of scenarios, art technologies, the technology of cognitive travel, etc.) as the practical tools for implementing the conceptual-theoretical foundations of the motivational aspects of the strategy of intellectualization of foreign language education has been analyzed and revealed. Conclusion. Meaning-making motivation is related to professional and creative self-educational activities, self-actualization of the personal potential and the demonstration of the cognitive independence of future teachers.

scholarly journals Implementation of the meta-subject approach in the process of foreign language training of future teachers at a pedagogical university

2021 ◽  
Vol 102 (2) ◽  
pp. 195-202
Author(s):  
A. Kabbassova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activity ◽  
General Strategy ◽  
Future Teachers ◽  
Learning Skills ◽  
Language Knowledge ◽  
Second Year

A future teacher who speaks foreign language is in more demand by school today than ever before. Pedagogical universities change their activities to meet the school educational system’s requirements. The need of English for future teachers is determined by the necessity of subject activity. In the process of teaching the teacher not only stimulates the mastering of the basics of science, but also creates the opportunity to develop learning skills, critically realize their experience of foreign language usage. First and second year students, while learning foreign language, improve their speaking skills, learn to use the best way to build their learning activity. The goal of the next step of professional training is to master teaching methods, which will let the students use their foreign language knowledge. Teaching English on the basis of meta-subject approach principles will allow to solve these problems. The article is devoted to the analysis of solving the problems of foreign language education of future teachers. The author suggests using the meta-subject potential of a foreign language as a general strategy of foreign language education. The experimental pedagogical work carried out at the Pavlodar Pedagogical University allows us to draw a conclusion about the effectiveness of the proposed ideas.

Moscow megapolis as an educational environment in the system of intercultural foreign language education

2021 ◽  
pp. 27-33
Author(s):  
V.A. Goncharova ◽  
◽  
V.V. Alpatov
Keyword(s):  
Foreign Language ◽  
Urban Space ◽  
Personal Development ◽  
Meaning Making ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Educational Activity ◽  
Native Culture ◽  
The Social

Substantiated is the thesis for necessity and possibility of using the social cultural resources of Moscow city to establish an educational environment suitable for building intercultural communicative competence when teaching students foreign languages from the perspective of the intercultural approach. As a key point, the authors put forward the thesis that it is regional culture which is the only one available to the student to abide and understand by their national native culture (which comes equal with learning a foreign language culture within the goal-setting of intercultural foreign language education). At the same time, Moscow is grounded as a resource space for intercultural foreign language education, being a place for building the social environment and communication relations, the center of the regional level of native culture, and the city of intercultural communication. The authors define the related educational urbanistics as interdisciplinary field of designing socio-humanitarian knowledge and experience in the context of the mutually enriching integration of urban space and value-specific (educational) trajectories of personal development of the citizen. As a result, the authors formulate the basic principles of urban educational environment in the context of foreign language intercultural communicative training of students, including the following: knowledge of the universal (global) through the single (local), methodological work with space as a resource and a factor in educational activity design, taking an educational environment as an individually perceived value, designing individual educational trajectory on the basis of mapping, contextual learning, the priority of spontaneous meaning-making, a conscious distinction between education and vocational training.

scholarly journals The creative component of fostering personal culture among prospective teachers by means of foreign-language education

2021 ◽  
Vol 10 (2) ◽  
pp. 238-246
Author(s):  
Olga Vasilevna Volodina
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Language Education ◽  
Foreign Language Education ◽  
Subject Position ◽  
Intellectual Culture ◽  
Collective Creativity ◽  
Educational Product ◽  
The Subject

In the paper special attention is paid to creativity and creative thinking development in the research of fostering personal culture among undergraduate pedagogical students by means of foreign-language education. Creativity is considered one of the essential principles of the civilization progress; creativization of education is one of the main aspects of the intellectualization of education that is associated with revealing personal creative traits and developing the capability to implement creative acts in the educational environment, social and professional spheres. The purpose of the paper is to analyze pedagogical conditions for developing emotional, creative and innovative potential of prospective teachers in various productive intellectual and creative activities using foreign language educational material. The methodological basis for identifying conditions for the development of creative thinking, cognitive, speech-thinking, communicative, regulatory, reflexive skills and the subject position of students for the development of personal intellectual culture of prospective teachers are the ontological, personal, environmental, activity approaches. The efficiency of creative tasks, creative technologies and methods of studying a foreign language is analyzed; these activities are used to train students to get knowledge and skills themselves in order to solve certain problems, to enrich the experience of practical application, to expose independence in creative activity and critical thinking, to foster the traits of a creative personality, to make a personally significant educational product of interaction and collective creativity, self-expression and self-realization of prospective teachers in the process of studying a foreign language at university.

scholarly journals THE ROLE OF PERSONALLY ACTIVE APPROACH IN FUTURE TEACHERS’ FOREIGN LANGUAGE PROFESSIONAL COMPETENCE FORMATION

2020 ◽  
Vol 66 (2) ◽  
pp. 240-244
Author(s):  
S.S. Imanaliyeva ◽  
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Standards ◽  
Future Teachers ◽  
New Paradigm ◽  
Active Approach ◽  
Scientific Papers

This article aims to identify the definition and the role of personally active approachin future teacher’s foreign language professional competence. Initially, it observes the relevance of the issue of foreign language education and new paradigm in education system globally and in Kazakhstan. Also, the author analyzes different scholars’ opinions about a professionally competent foreign language teacher and his characteristics, supporting it with state and international educational documents. The article also observes the definitions of personally active approach and its usage in education. Furthermore, the article deals with arguments proving the role of personally active approach in future teachers’ foreign language professional competence formation. Analyzing the data from various scientific papers, articles and books, state and international educational standards, the author makes a conclusion in the end of the article.

scholarly journals MASTER’S PROGRAMS IN THE FOREIGN LANGUAGE EDUCATION FIELD: MODELING QUASI-PROFESSIONAL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 53 (3) ◽  
pp. 93-103
Author(s):  
I.A. Mayer ◽  
◽  
I.P. Selezneva ◽  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Role Playing ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Theory And Practice ◽  
Professional Activity ◽  
Master's Level ◽  
Master's Programs ◽  
Research Results

Statement of the problem. The article deals with the possibility of modeling quasi-professional educational environment in the field of foreign language education (master’s level) through the use of multilevel step-by-step integration of preparation for professional activity with PEP concept (Praxiserkundungsprojekte), designed to meet the didactic requirements of modern higher education, which prescribes the reproduction of quasi-professional activities within the framework of an educational organization. The need for educational, educational and game programs and training programs that prepare students for professional activity is in contradiction with the insufficient development of conditions for their use in practice. The purpose of the article is to present the authors’ recommendations on modeling quasi-professional educational environment for implementing master’s programs in the field of foreign language education of master’s level. The methodology consists in the analysis and synthesis of the research results on the quasi-professional educational environment of Russian and foreign scientists and the authors’ experience in the implementation of master’s programs. Research results. The authors’ recommendations for modeling a quasi-professional educational environment have been developed, including training technologies (didactic and role-playing games; quasi-professional situations; group work within the framework of the PEP project), tested in practice. Conclusion. Analyzing the results of approved recommendations, the authors come to the conclusion that modeling quasi-professional educational environment with PEP concept (Praxiserkundungsprojekte), during implementation of master’s programs in the field of foreign language education contributes to solving one of the main problems of modern education – a combination of theory and practice in the formation of future professionals. The authors’ recommendations can be applied in the course of master’s training, majoring in 44.04.01 “Pedagogical education” (full-time and part-time forms).

MMORPGS and Foreign Language Education

2009 ◽  
pp. 402-421 ◽  
Author(s):  
Yong Zhao ◽  
Chun Lai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Language Education ◽  
Role Playing ◽  
Foreign Language Education ◽  
Role Playing Games ◽  
Ideal Language ◽  
Massively Multiplayer

This chapter provides an overview of the potential of massively multiplayer role-playing games (MMORPGs) for foreign language education and discusses how MMORPGs can be better designed to support foreign language education. It reviews current conceptualizations on ideal language learning environments, discusses the potential of MMORPGs for foreign language education, and elaborates on how to design MMORPGs to facilitate foreign language learning. The authors hope that this discussion will help foreign language educators realize and capitalize on the values of MMORPGs in foreign language education, and will guide the design of MMORPGs for foreign language learning.

The Integration of Educational Technologies in Foreign Language Education

2021 ◽  
pp. 253-275
Author(s):  
Varvara Lemonia Oikonomou ◽  
Paschalia Patsala
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Technologies ◽  
Educational Technologies ◽  
Learning Tools ◽  
Listening Skills ◽  
Web Based ◽  
Integration Of Technology

The aim of this chapter is to examine the use of educational technologies in foreign language teaching in Greece. It explores whether FL teachers tend to integrate learning tools in their classroom, and if their implementation is affected by teachers' age, gender, level of confidence in using these tools, or any previous training they attended. The most popular technological tools employed in FL teaching are also presented, while the attitude of teachers towards the utilization of learning technologies is thoroughly investigated. A quantitative research method has been adopted with the usage of a web-based questionnaire. Based on the findings retrieved from the responses of a hundred FL teachers, they tend to integrate educational technologies extensively in their teaching practices, mainly to enhance learners' speaking and listening skills. Out of the variables examined, only teachers' confidence in using educational technologies seems to impact the integration of technology in their FL teaching.

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