Pub Date : 2023-08-04DOI: 10.32589/1817-8510.2023.2.285385
K. Degtiarova, V. Zhyvolup, Allannah Karas, L. Kibenko
The article theoretically substantiates the importance of mastering grammar by students of non-linguistic educational institutions. The methods and means of teaching and activation of grammatical structures while learning a foreign language are investigated. The analysis of the use of exercises and Internet resources aimed at mastering and consolidating the necessary grammatical rules by students is carried out. The theoretical and methodological basis of this study is the fundamental works of native and foreign scientists in the field of theory and methodology of teaching foreign languages, in particular, the theory of teaching foreign language grammar, as well as works devoted to the formation and maintenance of students` motivation to learn a foreign language. The following research methods are used in the work: theoretical (study and analysis of methodological literature on the research problem, comparative analysis of grammatical phenomena of the English and Ukrainian languages, analysis of updated state educational standards of higher education, analysis of educational publications in English for students of non-linguistic areas of training); empirical (conducting classes to improve grammatical skills, recording and analysis of grammatical errors, observation, questioning and survey of students, analysis of the results); experimental (conducting experimental training to test the effectiveness of the proposed set of exercises). In our opinion, this helps maintain students’ motivation, activity and independence. The experimental training conducted on the basis of State Biotechnological University confirmed the effectiveness of the proposed set of exercises in working with grammar based on professional texts. This technology can be used in teaching grammar of any foreign language with appropriate adaptation depending on the typical language difficulties and needs of students.
{"title":"Teaching of grammar at lessons of foreign language in professional activity at non-linguistic higher educational institutions","authors":"K. Degtiarova, V. Zhyvolup, Allannah Karas, L. Kibenko","doi":"10.32589/1817-8510.2023.2.285385","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.2.285385","url":null,"abstract":"The article theoretically substantiates the importance of mastering grammar by students of non-linguistic educational institutions. The methods and means of teaching and activation of grammatical structures while learning a foreign language are investigated. The analysis of the use of exercises and Internet resources aimed at mastering and consolidating the necessary grammatical rules by students is carried out. The theoretical and methodological basis of this study is the fundamental works of native and foreign scientists in the field of theory and methodology of teaching foreign languages, in particular, the theory of teaching foreign language grammar, as well as works devoted to the formation and maintenance of students` motivation to learn a foreign language. The following research methods are used in the work: theoretical (study and analysis of methodological literature on the research problem, comparative analysis of grammatical phenomena of the English and Ukrainian languages, analysis of updated state educational standards of higher education, analysis of educational publications in English for students of non-linguistic areas of training); empirical (conducting classes to improve grammatical skills, recording and analysis of grammatical errors, observation, questioning and survey of students, analysis of the results); experimental (conducting experimental training to test the effectiveness of the proposed set of exercises). In our opinion, this helps maintain students’ motivation, activity and independence. The experimental training conducted on the basis of State Biotechnological University confirmed the effectiveness of the proposed set of exercises in working with grammar based on professional texts. This technology can be used in teaching grammar of any foreign language with appropriate adaptation depending on the typical language difficulties and needs of students.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47284013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.32589/1817-8510.2023.2.285382
A. Melnyk
It has been сreated a course «Culture of Oral and Written English» with the implementation of blended learning, which makes it possible to form professionally oriented communicative competence of students enrolled in the master’s programme. It has been considered micro-, meso- and macro-levels of course introduction and function. It is argued that the practical implementation of the blended learning (henceforth BL) technology is the organization of educational process within the course «Culture of Oral and Written English», where face-to-face interaction (traditional learning) in the classroom is supplemented by distance learning in the web environment and independent learning that includes classroom independent work, during which problem-based tasks are performed, as well as extracurricular asynchronous, synchronous, asynchronous-synchronous independent work through the Microsoft Teams application and the chatbot СhatGPT. The course implementation context is described with the information on the conditions, curriculum and the need for it in the master’s program. It is outlined the way of developing the course, which includes its structure and specific tasks. It has been elaborated the tasks for the formation of professionally oriented speech competence in writing as a subcompetence of professionally oriented communicative competence of prospective English university teachers. It has been inferred that the peculiarities and technological advantages of the BL technology are due to the active use of the flipped learning (FL) model that inverses the methods of traditional teaching, implements the material presentation outside the educational institution and determines practical cooperation in the classroom as a leading form of learning activities organization. The value of the FL model is the ability to regulate students’ independent learning, which they carry out individually or together in pairs/mini-groups, and classroom learning for group classes, where students can check their understanding and correct comprehension of the topic content, exchange opinions, debate, and the teacher becomes a facilitator, who directs the work of the whole group and each student towards their individual learning trajectory. Different types of prospective teachers’ independent work for their skills development in writing texts of academic genres (articles and essays) are demonstrated on the example of tasks for the development of English professionally oriented speech competence in writing.
{"title":"Flipped learning model in the course «Culture of Oral and Written English»","authors":"A. Melnyk","doi":"10.32589/1817-8510.2023.2.285382","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.2.285382","url":null,"abstract":"It has been сreated a course «Culture of Oral and Written English» with the implementation of blended learning, which makes it possible to form professionally oriented communicative competence of students enrolled in the master’s programme. It has been considered micro-, meso- and macro-levels of course introduction and function. It is argued that the practical implementation of the blended learning (henceforth BL) technology is the organization of educational process within the course «Culture of Oral and Written English», where face-to-face interaction (traditional learning) in the classroom is supplemented by distance learning in the web environment and independent learning that includes classroom independent work, during which problem-based tasks are performed, as well as extracurricular asynchronous, synchronous, asynchronous-synchronous independent work through the Microsoft Teams application and the chatbot СhatGPT. The course implementation context is described with the information on the conditions, curriculum and the need for it in the master’s program. It is outlined the way of developing the course, which includes its structure and specific tasks. It has been elaborated the tasks for the formation of professionally oriented speech competence in writing as a subcompetence of professionally oriented communicative competence of prospective English university teachers. It has been inferred that the peculiarities and technological advantages of the BL technology are due to the active use of the flipped learning (FL) model that inverses the methods of traditional teaching, implements the material presentation outside the educational institution and determines practical cooperation in the classroom as a leading form of learning activities organization. The value of the FL model is the ability to regulate students’ independent learning, which they carry out individually or together in pairs/mini-groups, and classroom learning for group classes, where students can check their understanding and correct comprehension of the topic content, exchange opinions, debate, and the teacher becomes a facilitator, who directs the work of the whole group and each student towards their individual learning trajectory. Different types of prospective teachers’ independent work for their skills development in writing texts of academic genres (articles and essays) are demonstrated on the example of tasks for the development of English professionally oriented speech competence in writing.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46393890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.32589/1817-8510.2023.2.285384
Vira Swyrydjuk
Exercises and tasks serve as learning tools for modeling a foreign language environment, a motive for communication, and a tool for improving cognitive-communicative and metacognitive learning strategies. The article deals with the methodical features of compiling a system of exercises and tasks for mastering the German language in the context of intercultural communication. The article considers a system of exercises and tasks for the formation of intercultural foreign language communicative competence of future teachers during self-study work. An analysis of the specialized literature was carried out, which became the basis for the theoretical justification of the developing and use of exercises and tasks for the formation of a cultural secondary language personality. The generalized system covers all types of speech activities and contains communicative, semi-communicative and non-communicative exercises of a receptive, reproductive and productive nature, with the aim of forming and developing language and speech foreign language skills and abilities, which are based on the intercultural aspect. The author gives a number of examples of exercises according to the determined levels of mastering German-language material, namely receptive, reproductive-productive and creative. The criteria for developing exercises have been specified: focus on receiving or issuing information; communicativeness; motivation; level of action management; presence/absence of a game component; presence/absence of visual and illustrative supports; method of performing the exercise; cultural and emotional orientation of exercises. The system of exercises consists of subsystems, the goals of which are aimed at mastering the German language skills and abilities in listening, speaking, reading and writing. The specifics of using the acquired information for oral and written communication were studied. The article describes in detail the course of foreign language activities to ensure the consistent use of foreign language information for the purpose of acquiring cultural, linguistic, sociocultural knowledge and developing skills and abilities of intercultural communication. Special attention is given to the intercultural aspect of the content, the manifestation of which is the language and speech material, the communicative behavior of interlocutors during the intercultural communication. Interactive, innovative technologies and teaching methods are proposed for the effective application of exercises in order to optimize the educational process of future teachers during independent work.
{"title":"The system of exercises and tasks for the formation of intercultural foreign language communicative competence of prospective teachers of the german language","authors":"Vira Swyrydjuk","doi":"10.32589/1817-8510.2023.2.285384","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.2.285384","url":null,"abstract":"Exercises and tasks serve as learning tools for modeling a foreign language environment, a motive for communication, and a tool for improving cognitive-communicative and metacognitive learning strategies. The article deals with the methodical features of compiling a system of exercises and tasks for mastering the German language in the context of intercultural communication. The article considers a system of exercises and tasks for the formation of intercultural foreign language communicative competence of future teachers during self-study work. An analysis of the specialized literature was carried out, which became the basis for the theoretical justification of the developing and use of exercises and tasks for the formation of a cultural secondary language personality. The generalized system covers all types of speech activities and contains communicative, semi-communicative and non-communicative exercises of a receptive, reproductive and productive nature, with the aim of forming and developing language and speech foreign language skills and abilities, which are based on the intercultural aspect. The author gives a number of examples of exercises according to the determined levels of mastering German-language material, namely receptive, reproductive-productive and creative. The criteria for developing exercises have been specified: focus on receiving or issuing information; communicativeness; motivation; level of action management; presence/absence of a game component; presence/absence of visual and illustrative supports; method of performing the exercise; cultural and emotional orientation of exercises. The system of exercises consists of subsystems, the goals of which are aimed at mastering the German language skills and abilities in listening, speaking, reading and writing. The specifics of using the acquired information for oral and written communication were studied. The article describes in detail the course of foreign language activities to ensure the consistent use of foreign language information for the purpose of acquiring cultural, linguistic, sociocultural knowledge and developing skills and abilities of intercultural communication. Special attention is given to the intercultural aspect of the content, the manifestation of which is the language and speech material, the communicative behavior of interlocutors during the intercultural communication. Interactive, innovative technologies and teaching methods are proposed for the effective application of exercises in order to optimize the educational process of future teachers during independent work.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.32589/1817-8510.2023.2.285388
O. Bihych, Yelyzaveta Dmytriieva
Teaching tools are the required component of the teaching foreign languages and cultures system in high educational institutions. The authors of this article offer to complete the current typology of teaching foreign language and culture tools with the help of two more groups. The lexical competence that is one of the components of foreign language communicative competence still remains the target to develop at various levels of foreign language learning. The authors of this article perform an analytical review of modern tools that can form lexical competence for prospective Spanish teachers, mainly at the stage of introducing new lexical units to students. Some illustrative material is provided by teaching tools offered by the authors of didactic materials posted on professional blogs which are aimed on teaching Spanish as a foreign language, as well as tools created by the co-author of this article, Prof. Bihych O. The authors also analyze the implementation of gamification as a new trend in the educational process in didactic materials of Spanish methodologists.
{"title":"Tools for development of Spanish lexical competence","authors":"O. Bihych, Yelyzaveta Dmytriieva","doi":"10.32589/1817-8510.2023.2.285388","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.2.285388","url":null,"abstract":"Teaching tools are the required component of the teaching foreign languages and cultures system in high educational institutions. The authors of this article offer to complete the current typology of teaching foreign language and culture tools with the help of two more groups. The lexical competence that is one of the components of foreign language communicative competence still remains the target to develop at various levels of foreign language learning. The authors of this article perform an analytical review of modern tools that can form lexical competence for prospective Spanish teachers, mainly at the stage of introducing new lexical units to students. Some illustrative material is provided by teaching tools offered by the authors of didactic materials posted on professional blogs which are aimed on teaching Spanish as a foreign language, as well as tools created by the co-author of this article, Prof. Bihych O. The authors also analyze the implementation of gamification as a new trend in the educational process in didactic materials of Spanish methodologists.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41919926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.32589/1817-8510.2023.2.285381
N. Maiier
The article examines the qualification work of the master’s degree in the French language teaching methods as an indicator of the formation of scientific and research competence of students of higher education. The stages of writing and defense of the master’s thesis, knowledge and skills that are components of scientific and research competence and mastered by master’s students at these stages are defined. The research was conducted based on the results of the writing and defense of 21 qualification papers on the methodology of teaching the French language in institutions of higher education, defended during the last ten years under the scientific guidance of the author of this publication. In different years, the Master’s qualification papers on the methodology of teaching the French language were completed by students of higher education who studied in the specialty 8.02030302 Language and literature (French) and in the educational program “French language, second Western European language, foreign literature, methods of teaching foreign languages and cultures in institutions of higher education” specialty 014 Secondary education. The generalized results of the writing and defense of master’s qualification papers on the methodology of teaching the French language allow us to state the formation of scientific and research competence of future teachers of the French language. The theoretical substantiation of the levels of formation of scientific and research competence of future teachers of the French language, the development of criteria and tools for their determination constitute the perspective of further research.
{"title":"Master’s qualification thesis on french language teaching methodology as an indicator of the formation of the scientific and research competence of higher education acquires","authors":"N. Maiier","doi":"10.32589/1817-8510.2023.2.285381","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.2.285381","url":null,"abstract":"The article examines the qualification work of the master’s degree in the French language teaching methods as an indicator of the formation of scientific and research competence of students of higher education. The stages of writing and defense of the master’s thesis, knowledge and skills that are components of scientific and research competence and mastered by master’s students at these stages are defined. The research was conducted based on the results of the writing and defense of 21 qualification papers on the methodology of teaching the French language in institutions of higher education, defended during the last ten years under the scientific guidance of the author of this publication. In different years, the Master’s qualification papers on the methodology of teaching the French language were completed by students of higher education who studied in the specialty 8.02030302 Language and literature (French) and in the educational program “French language, second Western European language, foreign literature, methods of teaching foreign languages and cultures in institutions of higher education” specialty 014 Secondary education. The generalized results of the writing and defense of master’s qualification papers on the methodology of teaching the French language allow us to state the formation of scientific and research competence of future teachers of the French language. The theoretical substantiation of the levels of formation of scientific and research competence of future teachers of the French language, the development of criteria and tools for their determination constitute the perspective of further research.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43796857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-04DOI: 10.32589/1817-8510.2023.2.285390
S. Koval
The article examines the concept of case study technology and its impact on the development of English language competence in the dialogical speech of future English language teachers. The research of Ukrainian and foreign scholars, who in their works described the case study technology as an effective technology for teaching foreign languages and cultures, was analyzed. In order to create an effective case, during its development, it is necessary to take into account its type in accordance with educational goals. The technology for the development of the case itself, that is, a set of educational materials, which reveal a training problematic situation for the development of English language competence in dialogic speech of future English language teachers, is described. The case development technology consists of two blocks. The first block contains points related to the determination of the place of the case in an educational process and the formation of the main goals of the case application, the second block provides some practical pieces of advice on the process of case development. The last stage in the process of introducing the case study technology to the educational process is the creation of a model of the case itself for its further implementation into practice. Using casres involves two stages: preparatory and main one. At the preparatory stage, students independently study case materials and, if necessary, the teacher provides some explanations regarding the given information. At the main stage, students offer their individual vision of solving the proposed problem outlined in the case materials.
{"title":"Case development technology for the development of English competence in dialogical speech of future English teachers","authors":"S. Koval","doi":"10.32589/1817-8510.2023.2.285390","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.2.285390","url":null,"abstract":"The article examines the concept of case study technology and its impact on the development of English language competence in the dialogical speech of future English language teachers. The research of Ukrainian and foreign scholars, who in their works described the case study technology as an effective technology for teaching foreign languages and cultures, was analyzed. In order to create an effective case, during its development, it is necessary to take into account its type in accordance with educational goals. The technology for the development of the case itself, that is, a set of educational materials, which reveal a training problematic situation for the development of English language competence in dialogic speech of future English language teachers, is described. The case development technology consists of two blocks. The first block contains points related to the determination of the place of the case in an educational process and the formation of the main goals of the case application, the second block provides some practical pieces of advice on the process of case development. The last stage in the process of introducing the case study technology to the educational process is the creation of a model of the case itself for its further implementation into practice. Using casres involves two stages: preparatory and main one. At the preparatory stage, students independently study case materials and, if necessary, the teacher provides some explanations regarding the given information. At the main stage, students offer their individual vision of solving the proposed problem outlined in the case materials.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48085899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.32589/1817-8510.2023.1.278110
V. Chernysh, Sofya Nikolaeva
The article deals with the problem of the content of teaching professionally oriented oral communication within the intercultural aspect to pre-service English teachers. The author has analyzed oral communication as a combination of following components: professionally oriented monologue, professionally oriented dialogue and professionally oriented listening comprehension. Professionally oriented oral communication is considered to be a complete system of socio-psychological, educational and personal interaction of teachers with the participants of the educational process – with students, their parents, and colleagues. The article describes methods and types of intercultural interaction of teachers, outlines situations of intercultural communication. The content of teaching has been established and characterized in its two aspects – subject and procedural aspects. The components of the teaching content are determined on the example of two spheres, the texts are characterized as a component of the teaching content, and the correlation of the texts between the topics and communicative tasks during the teaching professionally oriented oral communication to pre-service English teachers is illustrated. Special attention is given to fiction and the possibility of its use in the training of pre-service teachers of English, the list of novels that can be used as a means for developing professionally oriented communication skills is given.
{"title":"THE CONTENT OF TEACHING PROFESSIONALLY ORAL COMMUNICATION WITHIN THE INTERCULTURAL ASPECT TO PRE-SERVICE ENGLISH TEACHERS","authors":"V. Chernysh, Sofya Nikolaeva","doi":"10.32589/1817-8510.2023.1.278110","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.1.278110","url":null,"abstract":"The article deals with the problem of the content of teaching professionally oriented oral communication within the intercultural aspect to pre-service English teachers. The author has analyzed oral communication as a combination of following components: professionally oriented monologue, professionally oriented dialogue and professionally oriented listening comprehension. Professionally oriented oral communication is considered to be a complete system of socio-psychological, educational and personal interaction of teachers with the participants of the educational process – with students, their parents, and colleagues. The article describes methods and types of intercultural interaction of teachers, outlines situations of intercultural communication. The content of teaching has been established and characterized in its two aspects – subject and procedural aspects. The components of the teaching content are determined on the example of two spheres, the texts are characterized as a component of the teaching content, and the correlation of the texts between the topics and communicative tasks during the teaching professionally oriented oral communication to pre-service English teachers is illustrated. Special attention is given to fiction and the possibility of its use in the training of pre-service teachers of English, the list of novels that can be used as a means for developing professionally oriented communication skills is given.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42684596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.32589/1817-8510.2023.1.278112
N. Maiier, T. Koval
The article examines the peculiarities of the selection and use of digital tools for the formation of ICT competence of future teachers of foreign languages, in particular, their ability to create electronic educational resources. It was determined that the formation of ICT competence of future IM teachers should be carried out in an integrated manner during the study of normative and selective disciplines of professional and methodical training. Groups of digital tools are proposed, which are expedient to use for the formation of ICT competence in future teachers of foreign languages, namely tools: 1) for creating interactive electronic tasks (training, testing, games), which in the process of use contribute to the formation of foreign language learning subjects communicative competence and control of its formation; 2) visualization of educational material, which involves presenting it in a condensed and visual form, which is convenient for perception and deeper understanding; 3) implementation of synchronous and asynchronous communication in order to organize the educational process in foreign languages. The criteria for the selection of digital tools for the formation of ICT competence of future teachers of foreign languages are formulated and substantiated, and examples of their use for the formation of target competence are given.
{"title":"DIGITAL TOOLS FOR THE FORMATION OF ICT COMPETENCE IN FUTURE TEACHERS OF FOREIGN LANGUAGES","authors":"N. Maiier, T. Koval","doi":"10.32589/1817-8510.2023.1.278112","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.1.278112","url":null,"abstract":"The article examines the peculiarities of the selection and use of digital tools for the formation of ICT competence of future teachers of foreign languages, in particular, their ability to create electronic educational resources. It was determined that the formation of ICT competence of future IM teachers should be carried out in an integrated manner during the study of normative and selective disciplines of professional and methodical training. Groups of digital tools are proposed, which are expedient to use for the formation of ICT competence in future teachers of foreign languages, namely tools: 1) for creating interactive electronic tasks (training, testing, games), which in the process of use contribute to the formation of foreign language learning subjects communicative competence and control of its formation; 2) visualization of educational material, which involves presenting it in a condensed and visual form, which is convenient for perception and deeper understanding; 3) implementation of synchronous and asynchronous communication in order to organize the educational process in foreign languages. The criteria for the selection of digital tools for the formation of ICT competence of future teachers of foreign languages are formulated and substantiated, and examples of their use for the formation of target competence are given.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43033499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.32589/1817-8510.2023.1.278111
Olga Ustymenko
A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise pre-service English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.
{"title":"PROFESSIONAL METHODOLOGICAL TRAINING ACTIVITIES FOR DEVELOPING PRE-SERVICE ENGLISH TEACHERS’ PROJECT COMPETENCY","authors":"Olga Ustymenko","doi":"10.32589/1817-8510.2023.1.278111","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.1.278111","url":null,"abstract":"A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise pre-service English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":"288 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135337342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.32589/1817-8510.2023.1.278108
Hanna Podosynnikova, Ihor Strohanov
The article considers blog and blog technology as a modern effective tool of interactive foreign language teaching and proposes the methodology of forming the English writing competence of high school students with the use of blogs. The content of the concepts “interactive learning of foreign languages”, “technology of interactive learning of foreign languages” is determined, the main characteristics of interactive foreign language teaching and the importance of critical thinking as its key components are outlined. The technology of forming the English written communication competence of high school students with the use of blogs on the basis of interactive foreign language teaching is substantiated: the methodological potential of blogs as a means of forming the English written communication competence of high school students on the basis of interactive teaching is considered, the appropriate methodological typology of blogs is proposed, the stages of developing the English writing skills with the use of blogs are characterized in correlation with the stages of interactive foreign language teaching. The subsystem of exercises for forming the English written communication competence of high school students with the use of blogs on the basis of interactive teaching is proposed, examples of exercises and illustrative materials are presented.
{"title":"THE FORMATION OF HIGH SCHOOL STUDENTS’ COMPETENCE IN ENGLISH WRITING BY MEANS OF BLOGS ON THE BASIS OF INTERACTIVE TEACHING","authors":"Hanna Podosynnikova, Ihor Strohanov","doi":"10.32589/1817-8510.2023.1.278108","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.1.278108","url":null,"abstract":"The article considers blog and blog technology as a modern effective tool of interactive foreign language teaching and proposes the methodology of forming the English writing competence of high school students with the use of blogs. The content of the concepts “interactive learning of foreign languages”, “technology of interactive learning of foreign languages” is determined, the main characteristics of interactive foreign language teaching and the importance of critical thinking as its key components are outlined. The technology of forming the English written communication competence of high school students with the use of blogs on the basis of interactive foreign language teaching is substantiated: the methodological potential of blogs as a means of forming the English written communication competence of high school students on the basis of interactive teaching is considered, the appropriate methodological typology of blogs is proposed, the stages of developing the English writing skills with the use of blogs are characterized in correlation with the stages of interactive foreign language teaching. The subsystem of exercises for forming the English written communication competence of high school students with the use of blogs on the basis of interactive teaching is proposed, examples of exercises and illustrative materials are presented.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41443453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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