Introduction The article considers the issue of increasing the motivation of technical university students to study a foreign language using English-language Internet memes, which are considered to be significant material for teaching Generation Z students. The purpose of the article is to theoretically substantiate and experimentally test the memes’ effectiveness in building motivation to study a foreign language. The research’s scientific novelty is identifying ways of organizing future engineers’ work with memes based on a variable methodological apparatus. Materials and methods The author analyses the literature on the study of the motivational processes among students of a non-linguistic university studying the English language and using creolized texts to organize their English language-learning process. The research material comprises memes taken from the Internet that correspond to the sections of their discipline program. Results and discussion A workflow for increasing students’ motivation to learn English based on their work with memes has been designed, including methodological and technological, content-motivational, and reflexive-evaluative modules. A methodological experiment has been carried out to test the proposed methods of increasing students’ motivation. An example of organizing the work with memes is given. Conclusion. The results of the methodological experiment conducted at the Trekhgorny Technological Institute confirmed the effectiveness of the proposed methods of developing students’ motivation. It was revealed that memes could become a powerful teaching material that helps to increase the motivation of future engineers to learn English.
The article proposes methodology to develop technical students’ foreign-language communicative competence in virtual educational environment. The author describes theoretical and methodological approaches that reveal systemic, competence-based and activity-based foundations of the process under study. Scientific originality of the paper is conditioned by the fact that the researcher introduces methodology to develop future engineers’ foreign-language communicative skills in the course of distance teaching, suggests a set of foreign-language exercises for distance learners. Experiment results indicate increase in target students’ communicative competence.
Введение. Необходимость поиска новых стратегий преподавания иностранного языка студентам неязыкового вуза, являющихся представителями поколения Z, обусловливает внимание исследователей к использованию интернет-мемов как эффективного средства, стимулирующего обучающихся к изучению английского языка. Цель – представить теоретико-практическое обоснование возможностей использования интернет-мемов для развития у студентов технического вуза мотивации к изучению иностранного языка. Материал и методы. Исследование выполнено на основе анализа литературы по вопросам применения креализованных текстов, организации работы с мемами студентов в контексте их обучения английскому языку, рассмотрения мотивации обучающихся неязыкового вуза к изучению иностранного языка. Спроектирована схема занятий, нацеленная на развитие у студентов мотивации к изучению языка при использовании мемов, и проведен методический эксперимент по апробации предложенных способов. Материалом исследования выступили отобранные в интернет-среде мемы, соответствующие тематике работы по дисциплине. Результаты и обсуждение. Представлен алгоритм организации работы студентов с мемами, включающий мотивационно-перцептивный, репродуктивно-практический и творческо-преобразовательный этапы; предложено вариативное методическое обеспечение исследуемого процесса. Раскрыта методическая схема организации занятий с использованием мемов в процессе развития у студентов мотивации к изучению английского языка и обозначена группа педагогических условий, способствующих ее успешной реализации. Описаны примеры упражнений для поэтапной работы студентов на материале мема и представлен критериально-диагностический инструментарий для оценивания уровней сформированности у обучающихся мотивации к изучению иностранного языка. Результаты методического эксперимента, проведенного на базе Трехгорного технологического института – филиала Национального исследовательского ядерного университета «МИФИ», подтвердили эффективность разработанных способов развития мотивации у студентов. Заключение. Определено, что мемы выступают мощным методическим материалом, способствующим повышению мотивации будущих инженеров к изучению английского языка. Эффективность реализации разработанной методической схемы занятий для студентов с использованием мемов обусловлена стимулированием цифровой коммуникации обучающихся на основе метода Bring Your Own Device, привлечением их к проектной деятельности на материале мемов и созданием психологически благоприятной атмосферы, фасилитирующей иноязычную коммуникацию обучающихся. Introduction. The need for the search of the new strategies of the foreign language teaching in non-linguistic universities defines the researchers’ attention to the use of the Internet-memes as an effective means stimulating the students` interest to language learning. The aim of the article is to present theoretical and practical justification of the possibilities of Internet-memes use for development of non-linguistic university students` motivation to learning the foreign language. Material and methods. The research is based on the analysis of literature on creolized texts use in teaching, organizing the students’ language work with memes, defining the constituents of non-linguistic university students` motivation to English learning. In the result the set of classes facilitating the development of the students` motivation to language learning was designed and the methodical experiment aimed at implementation of the solutions under the consideration was carried out. Internet-memes selected in accordance with teaching content on the discipline are used as the material. Results and discussion. The algorithm of organizing students’ work with memes that includes motivational and perceptional, reproductive and practical, creative and transformational stages is outlined; versatile methodical apparatus of the process implementation is presented. The author notes the aspects of organization of the students’ work with memes as well as its motivational opportunities. The set of English classes oriented on using memes in the developing students’ motivation to language learning is presented. The examples of the exercises organizing the students’ work with a certain meme are given. The article presents criterial and diagnostic apparatus to evaluate students’ motivational level to English learning and the results proving the suggested solutions efficiency. Conclusion. The memes’ variety, free access, relevance to modern tendencies make them a powerful tool motivating students to deep language learning. Systematically organized students’ activity with memes contributes to the development of their foreign language skills.
Дîсë³джåííÿ вíуòð³шíьîшòамîвîї ваð³аáåëьíîсò³ ДНК Fusarium moniliforme Sheldon var. lactis пîêазаëî, щî пðи êîíòаêò³ з³ сò³йêими òа спðийíÿòëивими дî фузаð³îзу ãåíîòипами êуêуðудзи, пðи ð³зíиõ òåðм³íаõ êуëьòивуваííÿ òа сåð³ÿõ пасаж³в, спîсòåð³ãаюòьсÿ зм³íи у åëåêòðîфîðåòичíиõ спåêòðаõ шòам³в. Пðи дîсë³джåíí³ м³íëивîсò³ ãåíîму сåðåд êîëåêц³йíиõ òа св³жîвид³ëåíиõ шòам³в F. moniliforme виÿвëåíî, щî ð³вåíь пîë³мîðф³зму в мåжаõ циõ ãðуп сêëадає 49,4 % òа 97,9 %, в³дпîв³дíî. Рîзпîд³ë св³жîвид³ëåíиõ шòам³в за даíими êëасòåðизац³ї в³дпîв³дає спåц³аë³зац³ї за пåðåваãîю дî живиëьíîãî суáсòðаòу ðîсëиíи-õазÿїíа. Рîзðîáëåíî сисòåму ПЛР-дåòåêц³ї фузаð³й з виêîðисòаííÿм ðîдî-, видî-òа шòамîспåциф³чíиõ пîсë³дîвíîсòåй íуêëåîòид³в ДНК. К ë ю ч î в ³ с ë î в а: пîë³мåðазíа ëаíцюãîва ðåаêц³ÿ, Fusarium, ваð³аáåëьí³сòь ãåíîму, ПЛР-дåòåêц³ÿ фузаð³й.
The aim of the study is to substantiate the effectiveness of using the media content of the TED Talks platform for foreign language auditive competence development among technical university students within the “Foreign Language in Professional Activities” discipline. The paper clarifies the definition of the notion of technical university students’ foreign language auditive competence, its component composition, describes the possibilities of using TED Talks videos for its development. Scientific novelty lies in elaborating a model for foreign language auditive competence development among future engineers based on TED Talks videos. As a result, the positive results of a methodological experiment on the implementation of the considered model have been presented and the conditions for its functioning have been indicated.
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