Pedagogical means of the marker-technology in the student's lingvocommunicative culture formationSpeaker's lingvo-communicative culture in a native or foreign language isn't developed all by itself in the socialization process. On the contrary it is always an object of the special formation in an educational process that underlines the necessity of lingvo-communicative culture research as a pedagogical issue. The researches finding out conditions of student's lingo-communicative culture formation point out several means and conditions experimentally proved within the process of teaching. Among them are: text activity in the foreign language, verbal educational situations, the choice of pedagogically significant content of teaching, actualization of the reflexive students' activity (K.Sh. Bikmurzin, V.L. Temkina, E.U. Tuchkova) [4; 5; 6].According to V.L. Temkina a purposeful upbringing of the estimating attitude to the utterance (that includes speaker's understanding of the communication aim, taking into consideration the situation and the conditions of the communication, a place, an addressee and predicting the impact of the utterance on the interlocutor) could be considered as the condition of lingvo-communicative culture formation.Lingvo-communicative culture is a dynamic personal quality, which manifests itself in the process of verbal activity based on the system of value orientations of the personality, knowledge, cultural norms of speech and behavior, lingvo-communicative skills, providing creative character of situational mediated verbal activity and personal reflection. It includes the attitude of the subject to the objectives, the process and the results of communication, expressing in it personal qualities, the integrity and thoroughness of compliance with the linguistic and behavioral norms of communication. The lingvo-communicative culture manifests itself in adequate understanding, meaningful self-esteem and positive perception of the partners in lingvo-communication. It expresses the nuances of their relationship, manifests itself in the subject position of the person in the form of constructive suggestions that require independence, activity and creativity, encouraging for self-reflection, selfassessment, self-improvement [2, p. 10; 5; 7].The formation of lingvo-communicative culture is based on «the complication of the verbal activity, its structure; a teacher's treatment of a student as a subject of the
The purpose of the article is to analyze the topical problem of educational migration and ways to solve it. The article identifies factors preventing from successful adaptation and socialization of foreign students in recipient country as legal, pedagogical, psychological, lingvo-communicative are identified. Minimization of negative factors actualized the integrated strategy of educational migration «bridge construction» development aimed at solving tasks of migrants’ integration in Russian labour market, providing them with all-round support in getting education, improving professional qualification, adaptation and socialization. The term «bridge» is metaphorically used as an artificial, virtual «construction» functioning as a means for educational migration support of citizens.The experience of the Orenburg State University in development and realization of the longterm integrated strategy of educational migration «bridge construction» presented within the Strategic Academic Leadership Program «Priority 2030» is studied. Regarding the potential of the University and Orenburg region the ways of educational migration «bridge construction» are determined: introduction of educational migration interactions into mission and policy of the university; development of open university migration interactions network structures; implementation of educational migration interaction based on norms, values and ideals of person’s lingvo-communicative culture. The practical steps for the strategy realization within the project «Educational migration bridge» are described: formation of the united scientific, educational and cultural environment based on mutual activity in international scientific and educational community; arrangement of universities regional consortium for informing applicants from Asian countries, for training and living in universities campuses; establishment of the Faculty of foreign students’ education and digital educational platform ensuring logistics and student educational improvement management; development and realization of module network programs for foreign students; realization of additional educational programs in OSU Linguistic center. The authors analyze the main indicators of the project effectiveness: quantitative and qualitative results of the Faculty of foreign students’ education activity in training Russian and culture; establishment of the Orenburg branch of Foreign Students Association, students’ involvement in various interaction forms and special career guidance events; scientific and methodological support for teachers. Realization of the strategy implies creation in OSU in the nearest future a specific environment including social infrastructure for foreigners.
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