The article deals with the results of experimental work concerning the educational environment formation that is focused on the foreign language training of future energy engineering students. Project learning technology is chosen as the means of formation. A model of the educational environment for the metalanguage studying of the speciality of energy engineering students has been developed. In the educational process, educational projects with elements of professional orientation were implemented in accordance with the subject of the discipline “Business Foreign Language”, and the language abilities and internal potential of students were taken into account. The preparedness of energy engineering students to integrate knowledge of professionally oriented disciplines into a foreign language environment for solving project tasks of communicative nature has been determined. According to the results of the pedagogical experiment, it was established that in the process of project activity the mastering level of lexical and speech competences as the components of foreign language competence of students has significantly increased. The developed educational environment is characterized by differentiation, individuality, independence, autonomy, informativeness, creativity, which allows to create the necessary conditions for successful learning of foreign language, development of creative thinking, communicative skills of energy engineering students, formation of foreign, communicative, professional, informational, project, research competencies.
The article deals with the research of the structural components of students' motivational sphere towards learning a foreign language of professional orientation. It has been considered that the result of foreign language training of future electric power engineers and the desire to learn the professional language style depend on the level of motivation. There are five types of motives that encourage students to acquire a foreign language competence. The research reveals the essence of the concept of «motive of future electric power engineers to study foreign language», under which it is understood the structural element of motivation, being formed under the influence of external factors (strategy of development and implementation of international activities by technical Universities, the authority of teachers providing foreign-language training, the challenges of the information society, the innovations in the energy power sector, modern requirements to electric power specialties graduates) and internal needs of the individual (the desire to acquire up-to-date knowledge in the specialty, the will to succeed in the learning process and in the future professional activity). The holistic formation of educational, professional, communicative, personal, socio-cultural motives forms a complex of stimulating means aiming positive attitude of the students of electric power energy specialty to study a foreign language, which is carried out under the influence of external and internal motivation. Moreover the rate of studying the disciplines of the general training cycle by future electric power energy engineers on the bases of personal motives has been formed. It has been defined the priority of «Foreign language for professional orientation» among other non-linguistic subjects, the study of which is envisaged by the educational and professional program of training the applicants for the specialty 141 «Electricity, electrical engineering and electromechanics». However the external factors that can increase students' internal motivation for foreign language training have been highlighted. They are an educational work practice at the foreign electric power plants; studying of selective professional disciplines in a foreign language; reading contemporary technical literature of a foreign publishing house; using of innovative technologies, modern teaching methods in practical courses in the disciplines «Foreign language for professional orientation», «Business foreign language»; organization and implementation of extracurricular work for students in a foreign language. It has been defined the results of the experimental work had been carried out by the method of empirical research, such as surveys, observations and comparisons. On the basis of the data obtained, the author of the article states that the motivational sphere of the future electric power engineers and encouraging them to study a foreign language is at a sufficient level, and considers that the formation process of motives and positive motivation of students for foreign language training requires further development and comprehensive expansion.
In the article the current state of foreign linguistic preparation of future power-engineering specialists in technical institutions of higher education is investigated and analysed. On the basis of the theoretical review of scientific and pedagogical literature it is presented the positions of researchers and the personal treatment of the designated process are offered. Foreign linguistic preparation is an inseparable component of purposeful process of vocational training of undergraduates of power specialties which is directed to the achievement of the educational, developing, educator, world outlook, professional purpose, and is characterized by acquisition of foreign-language and background knowledge, accompanies formation of practical abilities and skills, foreign-language competence and professional and personal qualities of future power engineering specialists. On the basis of experimental work results, it is defined and proved forms of the organization and implementation of foreign-language training of undergraduates in technical institutions of higher education which provide attending of the combined classes in the scientific discipline «Business English», language courses, membership in scientific circles, participation in student’s conferences, creative competitions, passing of educational practices and internship abroad. Taking into account such criteria as the organization of educational process, material and technical resources, educational and methodical providing, the contingent of students, the international activity, - the condition of foreign-language training of undergraduates of power specialties in technical institutions of the higher education is estimated by a five-point system. It is determined that foreign-language training of future power engineers is based on competent, personally focused, active, problematical and differentiated approaches realization of which is provided by the harmonious use of communicative, situational and group methods of training with innovative pedagogical technologies. On the basis of observation and poll the positive attitude and the considerable interest of undergraduates of power specialties in a learning of foreign languages and also difficulty which arise in the course of foreign-language preparation is revealed and proved ways of their overcoming. Behind the results of an empirical research, levels of formation of foreign-language competence of future power engineers are determined and their ranging behind receptive and productive types of colloquial activity is carried out. On the example of the theme «Official Journey to Germany», it is proved possibilities of complex development and improvement of skills of audition, reading, oral and written language of student’s power engineering specialists. The reasons of mediocre level of competence in foreign languages by future power engineers are defined and the elimination of which will allow to avoid shortcomings of the organization and fulfilment of foreign language training of future power-engineers in the higher education establishments.
The paper covers the ways of building foreign language competence of students majoring in electrical engineering in the process of their vocational training. The purpose of the article is the practical substantiation of the process of forming the future energy engineers’ foreign languagecompetence by means of project technology and carrying out diagnostic measures to check its effectiveness in foreign language learning. The methods used in this research are theoretical (analysis, comparison, systematization, generalization), empirical research methods (observations, surveys, pedagogical experiment), and statistical (non-parametric Pearson's criterion.). The results. The efficiency of project technology in the indicated process has been substantiated. A number of factors that determine the choice of such a learning technology has been specified, namely they are the following: student-oriented approach, foreign language learner autonomy, building project-oriented skills in specialty metalanguage, relationship between project work as a form of performing educational assignments and types of engineering activity. Author’s definition of project technology has been provided. By this notion a system of active and practical methods of learner-centered education aimed at programmed organization of students’ project activity, creation of educational projects that involve developing skills of independent knowledge acquisition, their practical handling, development of critical and creative thinking and key competences, is meant. The efficiency of project technology in the educational process has been experimentally verified by the example of developing foreign-language competence of students doing Master’s degree in electrical engineering. In order to determine the efficiency of project technology in the process of foreign language teaching to students in the master’s programme compared to traditional teaching methods, control groups and experimental groups with such attributes as reproductive properties, constructability and creativity were formed. Foreign language competence forming according to motivational, communication, professional, projecting and performance indicators was implemented in the process of executing profession-oriented projects. In order to assess the results of future power engineers’ project work, 100-point scale was developed. Conclusions. According to the results of the performed project work, it was determined that the level of foreign language competence in the experimental groups was higher than the one in the control groups. Generalized maturity indices of motivational, communication, professional, projecting and performance components in the control groups and in the experimental groups differed significantly. Group inhomogeneity and the significant differences were confirmed with the help of statistical non-parametric Pearson’s test χ². The obtained results of the pedagogical experiment have proved the efficiency of the suggested project technology and its rationale for implementing in the process of future electric power engineers’ foreign language teaching.
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