Modeling a Foreign-Language Environment When Teaching Non-Linguistic Students: Preliminary Results

Abramova, Irina E.; Shishmolina, Elena

doi:10.17323/1814-9545-2017-3-132-151

Cited by 4 publications

(5 citation statements)

References 5 publications

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“…In 2019-2020 students of USUE took part in the Project "Modeling a Foreign-Language Environment" worked out in Petrozavodsk State University by Department of Foreign Languages for the Humanities. The main goal of the project is to stimulate students of nonlinguistic specialties to the use of English for academic and professional purposes in communication with students from other departments and/or universities [9]. These are some of its stages: 1) Digital Storytelling "My University.…”

Section: Multi-university Projectsmentioning

confidence: 99%

Integrated approach to foreign language teaching: sustainable development of higher education

Pirozhkova

2020

E3S Web Conf.

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The article discusses development of an integrated approach of teaching English to students majoring in Management and IT technologies in the Ural State University of Economics and describes the experience of its implementation. Current trends in education require the use of non-traditional means in class to activate students’ potential and help them master the necessary competences. This integrated approach meets the requirements of the educational standard and is based on the survey among students held to reveal their needs and interests in a foreign language. It exceeds the boundaries of the textbook (which is still the basis for learning) and includes participation in multi-university projects and scientific conferences, use of on-line resources and creative tasks.

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Section: Multi-university Projectsmentioning

confidence: 99%

Integrated approach to foreign language teaching: sustainable development of higher education

Pirozhkova

2020

E3S Web Conf.

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“…We have already done extensive research into the reasons for this [15,16], and will list only two most relevant ones: 1) dialogue skills are difficult to learn and practice in mixed-ability groups, because students with higher level of English proficiency tend to do all the talking;…”

Section: Literature Reviewmentioning

confidence: 99%

Raising a New Generation of Professionals: Revising the Principles of Teaching Foreign Languages to Non-Linguistic University Students

Ananyina¹,

Abramova²,

Makarova³

et al. 2020

Proceedings of the “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019)

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Current global economic processes bring into focus strengthening international cooperation, developing transparent partnerships, and establishing professional exchange. This leads to the necessity to narrow the gap between higher professional education and the requirements of business and economic environment. National educational models need to intensify the shift from knowledge-based teaching to developing truly competitive competences, with special focus on foreign language communicative competence. This paper presents the results of teaching quasi-professional group communication in English to the students of non-linguistic university majors. The aim of the research was to analyze the experience of forming soft skills and educational competence through English language communication between the students of economy and international relations from two Russian state universities. The authors used the method of comparative analysis of formal structured survey results, and the methods of statistical data processing. The preliminary survey revealed that the respondents suffered from foreign language anxiety, were not ready to communicate with many people at once, and preferred free discussions to regulated professionally valuable polylogue. In order to overcome the communication barriers the authors designed and tested an experimental alternative teaching methodology. The preliminary research results lead to the conclusion that raising a new generation of professionals with soft skills and educational competence required by the new Russian economy is hardly possible without extending the range of teaching tools and changing approaches to teaching nonlinguistic university students how to use a foreign language for professional communication.

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“…CLIL also promotes a deeper level of assimilationas students are exposed repeatedly to similar language and language functions and they need to produce and recall information in their second language. The CLIL focuses on creating an efficient learning environment where students can develop cognitive skills (Abramova & Shishmolina, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…CLIL suggests that the main component of educational disciplines should be the flow of incoming information, perceiving which students should focus on the meaning, and not on the grammatical form of statements (Abdulrahman & Abu-Ayyash, 2019;Catalán & Llach, 2017). In practice, this effect is difficult to achieve, especially considering that the level of mastery of the English language of students in non-linguistic universities is of a different level (Abramova & Shishmolina, 2017;Pérez-Vidal & Roquet, 2015). Thus, the problems of implementing CLIL integration in the higher education system arise, both during its conceptualization and in the implementation process.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Competence Development Using Clil Among Students in Russian Universities

Latypova

2020

HSSR

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Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities. Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (Н5). Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach. Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages. Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.

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Modeling a Foreign-Language Environment When Teaching Non-Linguistic Students: Preliminary Results

Cited by 4 publications

References 5 publications

Integrated approach to foreign language teaching: sustainable development of higher education

Integrated approach to foreign language teaching: sustainable development of higher education

Raising a New Generation of Professionals: Revising the Principles of Teaching Foreign Languages to Non-Linguistic University Students

Foreign Language Competence Development Using Clil Among Students in Russian Universities

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