Development of soft skills as a part of an LSP course

Kic-Drgas, Joanna

doi:10.15219/em74.1349

Cited by 6 publications

(2 citation statements)

References 6 publications

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“…Researchers believe that foreign languages is "the most efficient discipline to nurture soft skills" [23, p. 223]. We can find models of soft skills oriented language teaching focused on the development of communication skills as the basis for developing some other soft skills [24].…”

Section: Literature Reviewmentioning

confidence: 99%

Theoretical and empirical prerequisites for university foreign language classrooms (based on the opinions of Russian and Chinese university teachers)

Borzova,

Shemanaeva,

Zhao

2023

P Sci Edu

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Introduction. In the course of time and due to the development of science and technology, the understanding of the effective university foreign language classroom has changed. The most significant change took place during the pandemic when all the students had to attend online classes. Nevertheless, our assumption is that in view of the nature of the subject itself, teaching and learning languages either online or offline to science or humanitarian majors has common characteristics relevant to any type of the classroom. It has specific characteristics related to different educational traditions, ethnic cultures, learning environments, and primarily to the agents (both teachers and students) involved in the process. The purpose of this article is to explore what ideas are frequently proposed by researchers worldwide and their implementation in university foreign language classrooms in Russia and China both in online and offline types of teaching and learning. Materials and methods. The study involved 61 university teachers of foreign languages from Russia and China who answered the questions of the questionnaire. A combination of both qualitative and quantitative methods of action research was used in the study. The methods included a literature review, the development of teacher questionnaires, a comparative study, data analysis and data visualization. Results. The study has revealed the major trends that are apparent in university foreign language teaching and learning both online and offline. They are related to learner-centered (60% of Chinese teachers / 23% of Russian teachers), interactive (15% of Chinese teachers / 30% of Russian teachers) and fostering learners’ engagement (55% of Chinese teachers / 25% of Russian teachers) with an emphasis on the development of overall students` communication, social and thinking abilities (100% of Chinese teachers / 95% of Russian teachers). Among the didactic tools used by foreign language teachers in both countries interactive tasks are prevalent with 95% и 100% of the Chinese and Russian teachers choosing them respectively. Conclusion. The differences revealed during the study need further research due to a limited number of the teacher participants. The conclusions obtained in this study will help to understand the main trends in modern foreign language teaching and learning, and assist foreign language teachers in choosing appropriate classroom techniques for their practices in line with more specific aims and content.

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Section: Literature Reviewmentioning

confidence: 99%

Theoretical and empirical prerequisites for university foreign language classrooms (based on the opinions of Russian and Chinese university teachers)

Borzova,

Shemanaeva,

Zhao

2023

P Sci Edu

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“…3) when students pool their knowledge, skills, and efforts. Collaboration in modern society covers such concepts as negotiations, conflict resolution, agreement, division of tasks, listening 12 Barron, B. (2003).…”

Section: Introductionmentioning

confidence: 99%

Opportunities for the Development of Students’ Social Skill of Collaboration in Studying a Professional-Oriented Foreign Language

Kulish

Nekoz

2022

Language Personality: Linguistics and Language Didactics. Part 1

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The university language centre as an open-badge issuer: New directions in ESP assessment and accreditation

Spencer

Bussi

2020

Language Learning in Higher Education

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In the present article, we demonstrate the utility of Open Badge certifications in documenting ESP, EAP and EMI courses. Open Badges are online records of achievement which document field-specific, soft and technical skills. They consist of a visual image and a set of embedded metadata, they are endorsed by the institution which issues them and are recognized at an international level. The information packaged within the badge image file is provided in an open source format and can be shared on social media platforms, as part of an online e-portfolio, as a link on an electronic CV, and on the platform which hosts the Badge. As of 2019, Turin University Language Centre offers Badges in “English for the Social Services” (B1 and B2), “English for Administrative Purposes” (A2, B1 and B2), “Academic Writing and Presentation Skills” (B2 and C1) and “English Medium Instruction” (B2 and C1). We will argue that Open Badge certifications are particularly suited to ESP, since they provide a record of specific hard and soft skills and of innovative teaching and learning practices which go undocumented in conventional certifications and on academic transcripts. We will emphasize the “glocal” quality of these certifications, inasmuch as they are internationally recognized awards tailored by local providers in response to local demands. We will suggest that this perspective is valuable for ESP training. Although ESP learners need to be able to share their credentials on international platforms, using a common language, it is important that we do not lose sight of the specific characteristics of professional activities at a local level. We will further argue that the University Language Centre is, in many ways, ideally suited to issue these kinds of certification.

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Development of soft skills as a part of an LSP course

Cited by 6 publications

References 6 publications

Theoretical and empirical prerequisites for university foreign language classrooms (based on the opinions of Russian and Chinese university teachers)

Theoretical and empirical prerequisites for university foreign language classrooms (based on the opinions of Russian and Chinese university teachers)

Opportunities for the Development of Students’ Social Skill of Collaboration in Studying a Professional-Oriented Foreign Language

The university language centre as an open-badge issuer: New directions in ESP assessment and accreditation

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