The purpose of the article is to analyze the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. Based on the study of pedagogical, psychological and methodological literature, programmes and methodological documentations of higher education institutions and practical experience it was found that the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions has been insufficiently studied. It has been noted that the technology of project-based learning allows the creation of pedagogical conditions for further development of a student’s creative abilities and personal traits, essential for successful professional activity in the future, which determines the relevance of the study. Theoretical (analysis of scientific sources, pedagogical, psychological literature, educational and methodical materials, comparison) and empirical (questionnaire, interviews, testing, generalization of pedagogical experience, observation) research methods were used to solve the tasks in order to understand the problem and identify difficulties associated with the use of innovative technologies, namely, project-based technologies, in the process of distance learning of a foreign language. The purpose of the article is to highlight the theoretical foundations and features of the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. It has been found that there is a problem associated with lack of professionalism in the use of innovative technologies in distance learning by teachers, which is negatively affects the efficiency, productivity and level of teaching, as well as lack of ability on the part of students to communicate in the information environment. It is substantiated that the project-based technology allows to teach students to acquire knowledge independently, to activate them, to be able to use the obtained information for solving of new cognitive and practical problems.
The authors have analyzed the problem of students’ self-study organization at higher school on the basis of studying pedagogical, psychological and methodical literature, program-methodical documentation of higher educational institutions, experience of practical work. In accordance with the normative increase on students’ self-study load, there was a need to use Moodle system. It has been found out that the organization of students’ self-study by means of Moodle system in the process of foreign language learning has not been properly researched. To solve this problem, a new curriculum and the author’s special course «Professional language of an economist» for foreign language learning have been developed and implemented for the first-year students of economic specialties. The main advantages of the special course for organization of students’ self-study, monitoring and analysis of students’ activity in the process of foreign language learning have been determined. The effectiveness of organization of students’ self-study by means of Moodle system in the process of foreign language learning has been experimentally tested and proved.
The article is devoted to the study of the content and structure components of the professional foreign language competency of a future specialist. Based on the research of pedagogical, psychological and methodological sources related to the problem and practical experience, it is established that the issue of the professional foreign language competency, its structure has not been sufficiently investigated yet. It has been noted that the process of training of a future specialist to obtain a high level of foreign language for professional activities performance is becoming an urgent requirement of the modern world. Thus, the formation of the professional foreign language competency of a future specialist in higher education institutions is one of the strategic directions of reformation of the system of education in Ukraine, which determines the relevance of the scientific research. The purpose of the article is to interpret the term and define structure components of the professional foreign language competency of a future specialist. Theoretical (analysis of scientific sources, pedagogical, psychological literature, educational and methodological manuals, comparison, generalization of pedagogical experience) methods were used to research the problem and identify difficulties associated with foreign language learning, motivation to learn a foreign language in the context of its application in future professional activities. It has been revealed that the process of formation of the professional foreign language competency of a future specialist is complex and multi-stage and involves mastering many types of competences. Authors have substantiated the content and structure components of the professional foreign language competency of a future specialist, namely: motivational, cognitive, active and reflexive, which, in turn, provide motivation and purposefulness, meaningfulness and integrity, efficiency and effectiveness of actions to achieve the goal of communicative activity.
Анотація. Використання сучасних технологій стало важливою частиною процесу навчання та викладання, а застосування зазначених технологій допомагає тим, хто навчається, вчитися на основі своїх інтересів. Метою статті є висвітлення ролі використання сучасних технологій у навчанні та викладанні іноземної мови (англійської) як другої мови. З'ясовано стан дослідженості проблеми використання сучасних технологій у навчанні та викладанні іноземної мови (англійської). Визначено поняття «технологія». Проаналізовано необхідність використання сучасних технологій в процесі навчання та викладання іноземної мови (англійської). Виокремлено релевантні сучасні технології для навчання та викладання іноземної мови (англійської). Проаналізовано проблеми, що виникають у процесі застосування технологій, які досліджуються. Для розв'язання поставлених завдань було використано такий комплекс методів дослідження: теоретичні -аналіз наукових джерел, педагогічної, психологічної літератури й навчально-методичних матеріалів, порівняння; емпіричні -узагальнення педагогічного досвіду; аналіз продуктів діяльності (аналіз робочих програм та навчальних планів). В якості результатів дослідження надано відповідні рекомендації щодо імплементації зазначених технологій.Ключові слова: сучасні технології; технологія навчання; ІКТ; мультимедіа; іноземна мова.
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