Teaching English for Undergraduate Students: Motivational Aspect

Григорьева, Е В; Solodkova, Irina M.

doi:10.5901/mjss.2015.v6n1s3p341

Cited by 2 publications

(2 citation statements)

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“…En même temps, le nombre limité de cours linguistiques et le statut de programme supplémentaire dans l'annexe au programme d'enseignement professionnel supérieur actualisent extrêmement la question de l'élaboration et de l'approbation des méthodes spécifiques, y compris celles de l'utilisation de l'approche textuelle, qui permettent d'assurer une qualification professionnelle convenable. Un certain nombre de chercheurs marquent la jonction de deux types de motivation (académique et professionnelle des apprenants lors de la formation pareille (Grigoreva, Solodkova, 2015;Grigorieva, Kalganova, Mosolkova, 2016). L'analyse de contenu des programmes «Traducteur dans le domaine de la communication professionnelle» a révélé ce qui suit: -prédomination de la traduction spécialiséе pour améliorer le niveau professionnel (Johns, Dudley-Evans, 1991;Ladmiral, 2005;Zmeeva, Nikolaeva, Prilepskaya, 2005;Morozova, Valeeva, Sirazeeva, 2015); -formation orientéе vers la pratique (Kumaravadivelu, 1994;Herbst, Chazan & Chen, 2011;Sakhieva et al, 2015); -priorité de la communication interculturelle efficace dans la sphère professionnelle et des affaires (Ulijn et al, 2000;Vâlcu, 2007;Golubkova, Masalimova & Birova, 2017).…”

Section: Introductionunclassified

Text approach methodology in translators training (economic discourse)

Baklashova¹,

Abdullina²

2018

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This article touches upon the problem of training within the additional educational program "Translator for professional communication". The research is based on creating favorable conditions to develop the discourse competence of students. A long with this we find indispensable to teach the summary translation and the annotative translation according to our method of instruction which consists of some stages to be kept with. To prove its effectiveness we describe the results of our pedagogical experience being held with students of Kazan Federal University. The results of experiment demonstrate the performance of experimental group over the control one. Thus, we conclude that the summary/annotative translation serves a double function: mastering second language and developing ability to perceive, analyze, critically evaluate the initial text and draw up the summary or the annotation in second language according to situational and conversational norms. These ones are core issues for forming the discourse competence which is necessary to teach translators for professional communication. Key words: translation, language, professional communication, discourse competence, summary, annotation, initial text, reformulation RésuméDans cet article, nous abordons la question de la formation au sein d'un nouveau programme éducatif « Traducteur dans le domaine de la communication professionnelle ». L'étude est basée sur la création des conditions favorables au dévéloppement de la compétence discursive des étudiants. De ce fait, nous trouvons indispensable l'apprentissage de la traduction-résumé et de la traduction-compte rendu conformément à notre méthodologie comprenant plusieurs étapes à suivre. Comme preuve de son éfficacité, nous décrivons les résultats de notre expérience pédagogique, réalisée auprès des étudiants de l'Université Fédérale de Kazan. Il en découle que le groupe expérimantal est plus performant que le groupe de contrôle. Nous arrivons à la conclusion que la traduction-résumé/compte rendu assume la double fonction suivante : la maîtrise d'une langue étrangère et le développement de la capacité à percevoir, analyser, évaluer de façon critique un texte déclencheur et rédiger des resumés ou comptes rendus dans une autre langue en respectant les normes situationnelles et conversationnelles. Ces dernières servent de base à la formation de la compétence discursive nécessaire à l'enseignement de la traduction en communication professionnelle.

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Section: Introductionunclassified

Text approach methodology in translators training (economic discourse)

Baklashova¹,

Abdullina²

2018

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“…This situation could be explained by a number of reasons: teaching style (the same textbooks; uninteresting exercises, not appealing to students' age and interests; lack of visibility; absence of real life examples; simulations and game like activities; no rapport in the group; ignoring the principles of personality-oriented learning; frequent change of teachers; multilevel language groups; limited clock grid; lack of modern equipment and gadgets, proper methodological support, etc. (Grigoreva & Solodkova, 2015). The task of the university teacher in these circumstances is to revive students' attitude to the studied discipline, to show that studying a foreign language can be interesting and applicable in practice.…”

Section: Introductionmentioning

confidence: 99%

What Drives Students of Vocational Training Program? An Investigation on the Significance of Foreign Language Acquisition

Solodkova¹,

Grigorieva²,

Ismagilova³

et al. 2017

TAKSAD

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The paper dwells on the distinguishing the motives that drive students of vocational training program in terms of foreign language acquisition being the main component of future employment success. In fastchanging world which is teemed with new challenges and career patterns foreign language acquisition is viewed as a foremost aspects of promotion. The aim of the current study was to identify the main motives that drive students of vocational training program for foreign language acquisition and later equip higher education authorities and teaching staff with the data to improve language education complying with the students' requirements. To find out internal and external motives of the students enrolled to the program at The Educational Center for Professional Communicative Training of Kazan Federal University a questionnaire survey was organized. The results of the research identify that there are differences in students' priorities of external and internal motives and there is a prevalence of the internal ones. It is accounted for by the fact that students of the program realize the significance of foreign language acquisition for their personal needs and future professional activity. But practically all of them emphasized the same personal and interpersonal factors of internal motivation. The obtained findings will be exploited as recommendations in designing the syllabus and will be of great help in choosing the appropriate forms and techniques in carrying out the course.

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Teaching English for Undergraduate Students: Motivational Aspect

Abstract: The

Cited by 2 publications

References 13 publications

Text approach methodology in translators training (economic discourse)

Text approach methodology in translators training (economic discourse)

What Drives Students of Vocational Training Program? An Investigation on the Significance of Foreign Language Acquisition

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