Knowledge of foreign languages to a great extent depends on a teacher’s methods and methodological approaches. Among the number of certain methods we choose grammar-translation and direct methods. In spite of the fact that these methods were popular last century, they are still widely used nowadays. The usage of them presented their fundamental advantages and some disadvantages, used in our practice. This paper was written on the basis of theoretical aspects’ research of the problem, on analysis and synthesis of scientific literature and on personal experience of teaching English during nearly one year in Chernihiv Academy of the State Penitentiary Service (Ukraine). During this period of time we were observing the problem of teaching English with the help of grammar-translation and direct methods by the students and cadets who were taught with the help of these methods. Studying the problem of grammar-translation and direct methods in teaching English is acute because of increasing role of English, on the one side, and demands which are promoted to future law specialists, on the other hand. The significance of this issue arises in detection of peculiarities in teaching English in the educational institution with specific conditions of study. Solving this problem with the help of differentiated approach to teaching English to students and cadets facilitates high qualitative changes. Novelty is in applying famous methods such as grammar- translation and direct methods in the new surroundings. The results of our work were described and compared in this paper. The findings revealed the implementation of the mentioned methods in the high institution with specific conditions of studying. The described methods can be admitted by other foreign language teachers. However, we reached a conclusion that the mentioned methods may be modified.
The concept of "professionalism" is a very multifaceted and multicomponent and multivector issue that needs clarification and specification. Being a professional in your field is the goal of any individual. Therefore, the arrangement of this concept is important for study and understanding in order to achieve the pinnacle of mastery of one's business, stimulate the need for professional self-development, development of pedagogical abilities and enlargering professional skills. A professional has thorough general cultural, professional, psychological and pedagogical, methodical training, endowed with philosophical, psychological and pedagogical thinking, informational and research culture, universally educated, erudite and creative. Scientists who study the peculiarities of professionalism approach from different positions to the definition of the qualification and personal qualities of a teacher (or "competencies") and highlight a certain set of these properties that are important for the development of professionalism. Despite the huge number of definitions of this concept, there is still no unified point of view regarding its definition. Western researchers distinguish narrow and broad professionalism (Bradfoot). Some researchers consider professionalism as a system of qualities acquired during professional training, the ability to think and act professionally (I. Pidlasy and S. Trypolska); professionalism of knowledge as the basis of professionalism in general (T. Kolodko); as the combination of intensive activity and the result of work, that is, a high level of its productivity (I. Petrovska); as a professional competence (L. Kaidalova, N. Shchokina, T. Vakhrusheva). Based on the study of different pedagogical views on the concept of "professionalism", we define this problem as a complex personal formation that combines professional and pedagogical knowledge, abilities, skills, non-standard professional actions, constant Актуальні питання у сучасній науці № 2(8) 2023 293 desire to update and expand the pedagogical horizons and develop creative abilities, as well as the need for pedagogical innovations.
Knowledge of foreign languages to a great extent depends on a teacher’s methods and methodological approaches. Among the number of certain methods we choose grammar-translation and direct methods. In spite of the fact that these methods were popular last century, they are still widely used nowadays. The usage of them presented their fundamental advantages and some disadvantages, used in our practice. This paper was written on the basis of theoretical aspects’ research of the problem, on analysis and synthesis of scientific literature and on personal experience of teaching English during nearly one year in Chernihiv Academy of the State Penitentiary Service (Ukraine). During this period of time we were observing the problem of teaching English with the help of grammar-translation and direct methods by the students and cadets who were taught with the help of these methods. Studying the problem of grammar-translation and direct methods in teaching English is acute because of increasing role of English, on the one side, and demands which are promoted to future law specialists, on the other hand. The significance of this issue arises in detection of peculiarities in teaching English in the educational institution with specific conditions of study. Solving this problem with the help of differentiated approach to teaching English to students and cadets facilitates high qualitative changes. Novelty is in applying famous methods such as grammar- translation and direct methods in the new surroundings. The results of our work were described and compared in this paper. The findings revealed the implementation of the mentioned methods in the high institution with specific conditions of studying. The described methods can be admitted by other foreign language teachers. However, we reached a conclusion that the mentioned methods may be modified.
The constant need to improve the educational process during the vocational training of students by means of a foreign language, challenges scientists and teachers to explore the most effective approaches to teaching. The aim of the paper is to analyses active teaching methods in the process of forming the professional language competence of students. To study the problem, theoretical methods of pedagogical research have been used by the authors of the article. It has been researched that active teaching methods contribute to the development of thinking skills of student. On the basis of the above examples of active teaching methods, it has been proposed to use the following active methods as Case study, «brainstorming», role play, debates, analysis of specific situations, that encourage students to active mental activity in the process of mastering the educational material. Active teaching methods increase interest and motivation in learning English for specific purposes, develop their independence, contribute to the development of thinking abilities, the ability to express their thoughts in the target language. In parallel with teaching and upbringing, the use of active teaching methods in the educational process ensures the formation and development of so-called universal skills of students. These usually include the ability to make decisions and the ability to solve problems, communication skills and qualities, the ability to formulate messages clearly and set tasks, the ability to listen to and take into account the different points of view and opinions of others, leadership skills and qualities, and the ability to work in a team. The main components of the professionally oriented system are the content of the educational process, the educational activities of the teacher and the activities of students. As a result of interaction of these components there are other elements of system (means, methods and forms, technical means, etc.).
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