Information Resources for Foreign Language Teachers’ Self-development: Overview

Vikulova, Larisa G.; Khoutyz, Irina; Makarova, Irina; Gerasimova, Svetlana; Borbotko, Liudmila

doi:10.1007/978-3-030-47415-7_13

Cited by 3 publications

(2 citation statements)

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“…It urges to turn to the strategy of valorization at the level of native and foreign culture which expands research opportunities when teaching the course "Introduction to the theory of cross-cultural communication" using new external mediaportals and sites that supplement the main educational publication and stimulate students to add their own results of educational and research activities to the information field. This strategy is built on the cooperative (dialogue) approach other training materials (Vikulova et al, 2020).…”

Section: Valorization Of a Native And Foreign Culture Strategymentioning

confidence: 99%

“…This discourse is a mixture of different genres with teaching foreign languages manuals on the top of scale. The manuals rely on such communicative and pragmatic categories as dialogism, address and strategy (Vikulova et al, 2020). Language codes as forms of transmitting social practice in system of education as well as core teaching strategies play a crucial role for educators.…”

Section: Introductionmentioning

confidence: 99%

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Strategies for Shaping Student’s National and Cultural Identity in Teaching “Cross-Cultural Theory Introduction”

Vikulova¹,

Gerasimova²,

Serebrennikova³

et al. 2021

TSNI 2021 - Textbook: Focus on Students’ National Identity

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This paper explains the didactic domain concept formed within the strategic matrix of the educational discourse related to teaching cross-cultural communication theory. It is stated that intercultural communication competenceis improved on certain strategies taking into account the organization of training in the light of the cognitive opposition "friend or other", acquiring a cross-cultural reflexive way of interaction, and further focus on value attitudes and participants' dominance in the communication act. The authors share their experience of writing the manual which corresponds to the effective teaching techniques. The manual topically based on understanding national and cultural symbols in innovative polyphonic and polycode format, ingrained in media network, opts for analytical review and more precise study of theoretical methodology. The competency-based approach focuses on instrumental pragmatic approach to cross-cultural communication that is challenging, dialogic and creative. The article provides value-and practice-oriented outlook on the key strategies featured in the manual: assimilating information strategy (informative strategy); comparing two or more cultures reflexive strategy; valorization of native and foreign cultures strategy.

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Section: Valorization Of a Native And Foreign Culture Strategymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Strategies for Shaping Student’s National and Cultural Identity in Teaching “Cross-Cultural Theory Introduction”

Vikulova¹,

Gerasimova²,

Serebrennikova³

et al. 2021

TSNI 2021 - Textbook: Focus on Students’ National Identity

Self Cite

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Personalizing the Way of Teaching LSP

Makarova,

Matveeva,

Molchanova

et al. 2023

IntegrEdu

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Introduction. The problem of effective teaching language for special purposes (LSP) to the students of non-linguistic professions has been discussed for a long time and in full details by academicians both in Russia and foreign countries. As the result of multiple and thorough surveys general problems of the given situation have been revealed, the way out being defined as special training/retraining of LSP teachers. But in language education publications it is hardly possible to find the description of the program aiming at the training of the above mentioned teachers. The aim of the article is to present effective approaches to teaching LSP and offer the developed master program “Methods of teaching LSP” as a means to solve the problems mentioned above. Materials and Methods. The research methods used are a combination of analytical review of studies by Russian and foreign researchers and interpretation of the results obtained by interviewing university teachers specializing in teaching foreign languages to students completing Bachelorʼs or Masterʼs degree programs. The survey was conducted to assess the level of readiness of professional educators to design the structure and content of programs for teaching LSP, and actually conduct classes within the specified language-teaching area, 81 teachers being responders. Results. As a result of the undertaken review of theoretical works and analysis of the conducted survey a master program “Methods of teaching LSP” was designed for training graduates who will then teach English or Russian as a foreign language at industry-specific higher schools. The developed program focuses on instructing future LSP educators to work out a personalized educational route adjusted to the level of foreign language skills of a student and their prospective professional activities. Discussion and Conclusion. The master program developed by the authors as well as the content of the subjects suggested as its integral part are expected to become a productive way of training LSP educators who are supposed to acquire a number of special skills and competences described in the article. Distant learning and e-learning technologies are also engaged in the program to facilitate learners’ more efficient independent activities. The master program is seen as one of the means of modernizing LSP teachers’ professional training which meets the long-term needs of the Russian education system.

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Methodological potential of digital educational resources in the aspect of teaching students public foreign language speech

Горохова

2024

Review of Pedagogical Research

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современное языковое образование реализуется в контексте цифровой трансформации, а следовательно, в ходе обучения иностранному языку используются различные образовательные ресурсы для решения конкретных методических задач. Обучение публичной иноязычной речи является комплексной целью за счет характера публичной деятельности как совокупности знаний, навыков и умений на иностранном языке. Материалы и методы: исследование подготовлено на основе анализа научной, научно-методической литературы и образовательных ресурсов сети Интернет для обучения публичной иноязычной речи, метода сравнения цифровых ресурсов, а также синтеза полученных данных. Результаты. В ходе анализа обозначенных источников было сформулировано собственное рабочее определение цифровым образовательным ресурсам, а также обозначено соотношение данных понятий. В представленной работе категоризированы цифровые источники по характеру обучения публичной иноязычной речи на теоретико-информационные и практико-ориентированные группы, кратко описаны их свойства и представлены примеры таких ресурсов, в частности инструментов, применяющих искусственный интеллект. Заключение. В ходе проведенного исследования предложена классификация цифровых образовательных ресурсов для обучения публичной иноязычной речи, описан их методический потенциал. Полученные результаты способствуют дальнейшим исследованиям в области применения цифровых образовательных ресурсов в контексте обучения публичной иноязычной речи. modern language education is developing in the context of digital transformation. Therefore, the course of teaching a foreign language includes various educational resources to solve specific methodological objectives. Teaching public foreign language speech is a comprehensive activity due to the nature of public presentation as a body of knowledge, skills and abilities in a foreign language. Materials and methods: the study is prepared on the basis of an analysis of scientific, methodological literature and educational resources on the Internet for teaching public foreign language speech. A comparison method of digital resources, as well as synthesis of the obtained data are used. Results. Within the analysis of the digital sources, a definition of digital educational resources is formulated, and the relationship among contiguous concepts is indicated. The paper categorizes digital sources according to the nature of teaching public foreign language speech into theoretical-informational and practice-oriented groups, observes their properties and provides examples of such resources, in particular tools operating on the basis of artificial intelligence. Conclusion. A classification of digital educational resources and their methodological potential for teaching public foreign language speech is given. The results obtained contribute to further research in the field of using digital educational resources in the context of teaching public foreign language speech.

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Information Resources for Foreign Language Teachers’ Self-development: Overview

Cited by 3 publications

References 3 publications

Strategies for Shaping Student’s National and Cultural Identity in Teaching “Cross-Cultural Theory Introduction”

Strategies for Shaping Student’s National and Cultural Identity in Teaching “Cross-Cultural Theory Introduction”

Personalizing the Way of Teaching LSP

Methodological potential of digital educational resources in the aspect of teaching students public foreign language speech

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