In the 21 st century globalization accelerates the need for English communication skills as English is recognized as a lingua franca in the business world. A high priority of university educators involved in LSP (LSP -language for special purposes) training is to equip graduates with communicative LSP skills meeting the standards of huge and increasingly competitive job market. The study addresses the issue on how to close the current gap between prospective employers' expectations of English communication skills level and the existing LSP level of graduates. The study aims at, first, to reveal the effect of English globalization on employability from the perspective of university students; second, to identify factors leading to reticence in speaking; and third, to provide a solution to the problem of gap between graduates' oral skills and employers' expectations. The study uses two questionnaires as an instrument to collect data. The obtained quantitative data is used as an input for qualitative study. The study certifies that undergraduates are fully aware of the utmost importance of English language for employment. Also, the study identifies the main social and psycholinguistic reasons hindering to develop speaking skills in the university settings. Further, the research findings have been used to develop and integrate into university training curricula an intensive 3-module program meeting the real needs of students and business community. The goal of this program is to equip students with excellent English communication skills meeting the rapidly changing job market demands. The findings of the study suggest that LSP training offered at higher school should be improved to meet job market requirements. The study enabled to assess the instruction results and provide a solution to the problem of "competency gap". It points to where the real work of closing the gap between the need for workforce skilled in English communication and actual graduates' skill level needs to happen.
Within the framework of this article, the authors consider the problems of various modern technologies for teaching a foreign language. We draw attention to the specifics of these technologies and their mutual relationship in the mainstream of implementation in the educational process. The paper discusses the distinctive features of modern multimedia technologies, provides their classification. According to the authors, we paid particular attention to technologies implemented in the framework of distance and blended learning as the most promising.
The issue in question is organizing and running foreign language classes for non-linguistic postgraduates in order to meet the requirements of new educational standards when training PhD students for professional, academic and intercultural communication in a foreign language. Students should also be prepared for the postgraduate foreign language examination which, in reverse, mainly focuses on checking the postgraduates’ ability to read, comprehend and translate academic texts related to their specialty. The issue of choosing relevant learning and teaching materials is also addressed. The authors claim that using “Learning Journey Map” technology could be helpful not only in analyzing the current problems in teaching foreign language to postgraduates but also in choosing the ways to improve it both from organizational and methodological standpoints.
Nowadays, the problem of developing the creative activity of the younger generation is of particular attention. Modern economic, technological and socio-cultural realities, technical modernization of industries, scientific achievements determine the social need for initiative, creative people, often with a substandard view of the problem, flexible thinking, the desire to transform reality and expanding the boundaries of experience, as well as going beyond it. Mainly, it is being correlated with the state vision of the education results in a non-linguistic university and modern global trends in the modernization of education. The paper provides a theoretical analysis and an assessment of the results of a pedagogical experiment on the approbation of a model for the development of students’ creative activity in the framework of foreign language education. The research describes the author’s model for the progression of students’ creative activity and applies diagnostics of its effectiveness. The authors used almost the same diagnostic tools in order to ensure objectivity and the possibility of comparing the initial and final stages results of the trial.
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