Arrangement of Future International Relations Experts' Individul Work Related to Studying English During Practical Classes

Abstract

At the present stage, individual work of international relations applicants for higher education, approaches to which require radical changes, should become the basis of higher education, an important part of the training process of future experts. Moreover, individual work is considered to be a holistic integral formation that consists of various types of individual and collective activities for applicants for higher education, which are carried out by them in the classroom. In the frame of our research, the purpose of individual work of international relation applicants for higher education is twofold: independence development as a personality trait and English knowledge acquisition along with skills formation. We have verified that it contributes to the development of initiative, creativity, discipline, independence, accuracy, sense of responsibility, ability to solve problems on their own, ability to find constructive solutions, get out of crisis situations that are so necessary for the future specialists in their training and professional activities. In the frame of organizing the research, we optimally combined a set of methods, taking care that such a combination provides a comprehensive information about the development of foreign language communicative competence of future specialists. The methods that were used had to ensure the simultaneous study of activities, communication and awareness of the applicants for higher education. In the ongoing pedagogical research the theoretical research methods were applied. During the pedagogical investigation we have come up to the idea that there are some sufficient modern teaching methods active introduction of which will increase the educational outcomes of the foreign language competence of modern applicants for higher education. So, we have witnessed that the usage of think-outside-the-box activities, such as: gapped texts, pairs of sentences, mini-dialogues, sentence transformations, word-building and sentence formation are likely to provide a set of soft skills necessary for modern applicants for higher education of international relations specialty. We have conducted the research related to possible application of modern teaching techniques, such as: collaborative learning, cooperation of the peers, task-based or activity-based, as well as self-learning. Besides, all these modern methods were supplemented with specially designed real-life activities in English suitable for different foreign language classes. We have created a logical step by step strategy of modern method application in the educational process of shaping foreign language communicative competence necessary for future experts. We believe that modern methodic gives a vast scenario which encourages learners of international relations specialty to study profoundly and study to satisfy their curiosity.

Professionally-Oriented English Training of Future International Relations Specialists with the Introduction of Information and Communication Technologies

“…In May 2016, the National University of Life and Environmental Sciences of Ukraine requested the Ministry of Education and Science of Ukraine to allow the training of specialists in the specialty 291 "International relations, public communications and regional studies". The relevance of the offered educational and professional program lies primarily in the expediency of training specialists in the area of international agrarian relations to ensure food security and social sustainability, developed in accordance with the Law of Ukraine "On Higher Education", the [17], O. Shelomovska, L. Sorokina, M. Romanyukha [18], N. M. Vasylyshyna [19], X. Wang, W. Zhang [20], H. Yağcı, H.İ. Çınarbaş, R. Hoş [21] and others.…”

“…Ukrainian researcher N. M. Vasylyshyna has paid special attention to the detailed description of contemporary teaching methods used to develop a highly productive English understanding at practical classes. She divides them into 6 approaches: "1) learner-centered approach (the teacher acts only as a guide; learners dominate in classroom interactions); 2) task-based or activity-based approach (students are offered or asked to participate in classroom interaction performing all interactive activities); 3) self-learning approach (the teacher should allow students to bring new ideas and work on them to develop their brain and ability to work alone; this approach is vital for foreign language training); 4) interactive approach (the teacher asks students to form small groups or work as individuals to perform the English learning tasks and come up with the desired results); 5) integrative approach; 6) peer cooperation approach (by means of instructions, students learn to work cooperatively, and they appreciate their competitors' work as well); 7) collaborative learning approach (the teacher forms a group of students where they can solve their problem, debate on various topics; students help each other to reach the desired outcomes, learn to communicate with each other, develop listening skills and team working capabilities)" [19].…”