The article is devoted to the actual problem of development in the professional tourist education. The tourist education in contemporary Russia is reflecting the process of formation the tourism as a new cultural phenomenon and business industry. The Russian contemporary tourism service market demands the new approach for the tourist education, in which process of the specialist learning in tourism must comply with the requirements of service technology about tourists and excursionists. Now the tourist education of guides is newly subject to matter in the education science.Our article is focused on the issue of learning in disciplines about the culture of the region in the process of professional training in the sphere of tourism. We discussed the educational effectiveness of problemoriented and project-based learning methods and the method of the project in the learning about the Culture of region tourist's disciplines. The essence of this method consists in the creation of the excursion project about several objects of interests in the cultural region. The plan of the project includes the stage of lections about objects of interesting with visits to the sights of the region: historical, ethnic and art museums, art galleries, religious centres and Christian Orthodox monasteries, libraries, zoos, natural parks, and reserves. Lectors from the university and members of those institutions work together and have a function of teaching and tutoring. After then there are some workshops on the objects of interesting, where students have researched a lot of interesting buildings, pictures, monuments, artefacts, shows, animals, trees and flowers, and the tourist reality is created from them. The last stage of the project contains the elaborating of new excursion: the writing the text of guidebook and the exhibition of photographs for the guidebook, and the recording the text of the audio guide.In the summary, we concluded that the problem-oriented and project-based learning methods and the method of the project are the most effective one for the learning of new generations of guides for the tourist industry.
The article is based on the materials of the Fifth International Theoretical Scientific Conference “Communication trends in the post-literacy era: polylingualism, multimodality and polyculturalism as preconditions for new creativity”, which took place at the Institute of Humanities in November 26–28, 2020. The authors analyze the main communication trends that have developed under the influence of the Covid-2019 pandemic in the sociocultural space in 2020. The main trend is the use of artificial intelligence in such areas of socioculture as communication, media, education. The concept of creativity is clarified, the creative possibilities and limits of human and artificial intelligence are considered, the threats and dangers of the artificial intelligence‘s development and its implementation in various spheres of human life are analyzed, such as education, socialization and inculturation, journalism and mass information, contemporary art, museum and exhibition activity. The conclusion is made about the need for further interdisciplinary research of artificial intelligence in the humanitarian sphere.
The article is focused on the elaboration of the theory of multiliteracy developed by the New London Group in the mid-1990s, with a special emphasis on multilingualism as a challenge for the teachers of English who need to acquire a new understanding of the rapidly changing learning environment shaped by the multitude of language repertoire performed in the classroom. The modern language communication necessitates a more dynamic way of interpreting and processing the information received through the construction of a personal search trajectory. Multimodal literacy as the goal of modern education requires developing of the ability to actualize meanings through the personal modality and narratives. The new educational context should be equally important and accepted by every participant engaged in the educational process, as well as, if necessary, be supplemented by new modalities. The English teachers’ experience of integrating multiliteracies into their practice is shown through the narrative enquiry approach.
The paper describes the results of an empirical study supported by the McCroskey’s Willingness to Communicate Scale and the findings of the self-assessed communication apprehension survey. The research was carried out in the context of the Russian regional university under internationalization. The respondents included two groups of Russian students and one group of foreign students (52 people in total). The answers given by the students enabled assessment of the level of anxiety they could experience in the proposed communication contexts: public speaking; communication in a small group; speech at a meeting; and interpersonal talk. Supposedly, a high level of readiness for communication in a foreign language would indicate the person’s psychological security and lack of discomfort when networking. In addition, the research aimed to find a correlation between the number of foreign languages and the duration of their study, and the individual’s desire to engage in verbal communication with strangers. According to the results of the communication apprehension test, all the students showed an average index of communication anxiety, and this moderate level can complicate their future introduction into a diverse professional community. Also, this study revealed that the number of languages and the willingness to communicate do not correlate. However, the number of years students learn languages is directly linked with their willingness to communicate. It is suggested that the quasi-communicative format of teaching foreign languages in the classrooms contrasts sharply with the emerging dynamic multicultural space of the university. Keywords: willingness to communicate, communication apprehension, foreign language environment
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