Академическая интеграция. Рубрика в журнале - Интеграция образования
"Университетский лицей" как интегративная модель довузовского образования в опорном университете
Статья научная
Введение: приоритетом развития образовательных организаций, ориентированных на решение задач региональных экономик и на обеспечение местного рынка труда квалифицированными специалистами, становится создание условий для наиболее раннего осознания обучающимися своего предназначения и призвания, в том числе определения своей профессионально-образовательной траектории и опережающее освоение элементов будущих профессиональных компетенций. Цель статьи заключается в моделировании интегративного довузовского образовательного пространства на основе синтеза потенциалов формального, неформального и информального образования. Материалы и методы: в качестве теоретико-методологической стратегии исследования рассматривается интегративный подход, реализация которого во взаимосвязи с системным, личностно-деятельностным, компетентностным, синергетическим подходами обеспечивает объединение различных структур, звеньев, компонентов довузовского образования и его выход на более высокий качественный уровень. Решение исследовательских задач обеспечивалось комплексом взаимодополняющих теоретических (анализ научной, методической литературы по изучаемой проблеме, сравнительный анализ, сопоставление, обобщение, систематизация, моделирование) и эмпирических (изучение и обобщение нормативно-правовых документов, передового педагогического опыта, метод экспертных оценок) методов. Результаты исследования: представлена разработанная модель довузовского образования «Университетский лицей» как базовое, фундаментальное ядро в структуре непрерывного образования опорного университета, интегрирующая ресурсы и научно-образовательный потенциал общего, профессионального и дополнительного образования региона. Один из путей интеграционного взаимодействия - организация сетевого партнерства, направленная на включение в образовательный процесс различных субъектов непрерывного образования, в том числе представителей профессионального сообщества, что, по мнению автора, обеспечит ее действенность в целях осознанного профессионального самоопределения и саморазвития личности обучающегося. Обсуждение и заключения: ожидаемым эффектом реализации модели в условиях довузовского образовательного пространства университета выступает привлечение одаренной молодежи, мотивированной для продолжения образования в университете, что будет способствовать становлению вуза как системообразующего компонента непрерывного регионального образования. Предлагаемые положения и выводы создают предпосылки для дальнейшего изучения феномена довузовского образования в методологическом, содержательном, процессном и организационном планах, а представленный практический опыт реализации интегративной модели довузовского образования «Университетский лицей» может быть использован при проектировании образовательного пространства, обеспечивающего непрерывность и преемственность образования, в других образовательных организациях.
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Introduction. Recently, multilingualism and translanguaging have received considerable attention and are always a topic of interest and public debate in language education. However, to our knowledge, studies on pre-service EFL teachers’ beliefs about multilingualism with respect to translanguaging in the Indonesian context have not appeared in the literature. Therefore, to address this gap, this research investigated beliefs about multilingualism with respect to translanguaging, including language separation, language use/mixing, and language support, among pre-service EFL teachers in the Indonesian context. Materials and Methods. This study is quantitative in nature, adopting a survey research design. We collected data from 270 pre-service EFL teachers using an online Likert scale questionnaire that lacked any potentially sensitive questions. They were between the ages of 17 and 26, and were English teacher candidates majoring in English education at higher education institutions on the Indonesian islands of Sumatra, Java, Sulawesi, and Kalimantan. The collected data were analyzed using descriptive statistics, which included the percentages and frequency distributions of the participants’ Likert scale responses. Results. The current study’s findings corroborate previous research indicating that teachers believe multilingualism and collaborative use of languages are potential assets that can benefit their students’ language learning. Discussion and Conclusion. Language separation in EFL classrooms appears to be a point of contention for the majority of pre-service EFL teachers surveyed, with a preference for and support for multilingualism and translanguaging over language separation in EFL classrooms. They agree on the importance of using or mixing other languages in their classes. On the one hand, they believe that it is critical to avoid other language support in classrooms; on the other hand, they believe that other language support can benefit students, offering a wave of optimism about future language education. Therefore, there is a need to gradually introduce and include pedagogical translanguaging to the existing curricula. The integration of new multilingual facts and the implementation of translanguaging pedagogies are part of a larger educational renewal. There is a need to intentionally create a multilingual space (translanguaging space) in EFL classrooms to fully utilise studentsʼ multilingual capabilities creatively and critically because today many teachers struggle to reconcile the disparities between monolingual educational policies and the realities of multilingual classrooms.
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Current research on inclusive education in Mexico
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Introduction. The study of access, participation and learning for people with disabilities in Mexico has been a recurring theme in the country's educational research, however, its treatment over the last three decades has been superficial and contradictory. Based on a systematised literature review, guided through the PRISMA-S checklist and by means of a qualitative content analysis we describe and analyse the most developed themes and approaches in Mexican research published in indexed journals on the education of people with disabilities over the last nine years.
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Cтратегии заполнения лакун в клоуз-тесте учащимися с тяжелыми нарушениями речи
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Введение. Уровень сформированности текстовой компетенции в аспекте понимания фактуальной информации текста в основной школе обеспечивает успешность освоения предметного содержания обучения. Актуальность исследования стратегий работы с деформированным текстом учащихся ‒ подростков с общим недоразвитием речи обусловлена тем, что ее результаты способствуют определению механизмов недостаточного уровня понимания текстовой информации. Цель статьи – представить результаты исследования динамики реализации ведущих стратегий заполнения лакун в клоуз-тесте у школьников с общим недоразвитием речи, обучающихся в V–X классах. Материалы и методы. В качестве основного метода исследования на уровне констатирующего эксперимента использовался модифицированный метод клоуз-теста. Результаты выполнения клоуз-теста, в качестве которых служили ученические работы по заполнению лакун в тексте, подвергались количественно-качественному анализу. На аналитическом этапе исследования применялись методы выделения признаков и факторов, корреляционный анализ. Математическая обработка осуществлялась с использованием однофакторного дисперсионного анализа ANOVA. Результаты исследования. На основе качественно-количественного анализа работ учащихся выявлены три основные группы стратегий линейного развертывания и вероятностного прогнозирования: установление семантических связей на уровне лексического компонента, на уровне ассоциаций, отсутствие стратегии. Анализ субститутов в отношении их соответствия грамматическим требованиям позволил выявить следующую типологию проявлений аграмматизма: неверное использование частей речи, ошибки оформления грамматической связи в рамках словосочетания, несоответствие грамматической формы субститута требованиям к грамматическому оформлению предложения. С помощью корреляционного анализа обнаружены связи между различными видами стратегий заполнения лакун подростками с общим недоразвитием речи, а также их взаимосвязь с уровнями понимания фактуального содержания текста. Обсуждение и заключение. Выявленные характеристики функционирования механизмов линейного развертывания и вероятностного прогнозирования текста могут быть использованы в целях диагностической, коррекционной и образовательной работы со школьниками. Полученные результаты вносят вклад в развитие онтолингвистики, дизонтолингвистики, специальной педагогики, логопедии и школьной методики развития речи.
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Drama techniques as correlators of the level of English language speaking anxiety
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Introduction. The study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner's level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data obtained were statistically analyzed. Results. The research results show that the learners participating in English drama classes had a lower level of speaking anxiety than those who did not practice drama at all. As to the learners' English language proficiency, the level of speaking anxiety dropped with the rise of academic level. No significant difference was observed either in the level of speaking anxiety between male and female participants or in the level of speaking among learners of different age. The impact of drama techniques implemented into the English language classes is discussed in the study. The research results indicate the influence of drama techniques on the reduction of the level of speaking anxiety. The decrease is very noticeable that should inspire teachers to use drama techniques while teaching a foreign language, especially speaking skills. The analysis also indicates a close correlation between drama classes and the increasing level of English proficiency. Discussion and Conclusion. The topic of the article is to meet the interest of foreign language teachers and learners, would-be teachers of the English language.
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Introduction. One of the ultimate requirements for the successful integration of any specialist to the international market is his/her language skills. However, the current educational system often lacks streamlined techniques meeting challenges of dynamically changing sociocultural and professional settings, especially, when it comes to communication, field-specific terminology and self-development opportunities. The article dwells on project-based learning at universities in view of English for Professional Purpose. The aim of this paper is to specify some aspects of the project-based approach related to project content and structure, as well as to discover some of its advantages in the English for Professional Purpose-context. Materials and Methods. The research was carried out at the Gnesins Russian Academy of Music, its participants having exceeded 500 students from eight faculties and amounted to 40 educators teaching different disciplines. The following methods were used to specify the ways to university enhance students' English language skills through project-based learning: analysis and synthesis to study research and methodical literature at Stage 1; survey (interviews, questionnaires) to work with at Stage 2 - getting students and teachers prepared for project-based activities; comparative analysis and description to deal with at Stage 3, related to integrating project-based learning into educational and sociocultural environment, and supervision to deal with Stages 2, 3 and to fix the results. The learning material comprised items for developing students' speaking, reading, listening and writing skills. Results. The research findings include project content-and-structure-related aspects involving such factors as time, duration, form, type, activities, context and related fields. The authors also brought into the spotlight some advantages for more efficient professional training, namely, an increase in student motivation and readiness for successful communication, proper understanding and use of field-specific terms, as well as extending the range of self-development opportunities. Discussion and Conclusion. The project-based approach in the English for Professional Purpose context creates new opportunities for students to learn to interact with others on an international scale in the real-world circumstances. The article is intended for English language educators and learners worldwide seeking to enrich mixed group experience by doing creative projects with real-world outcomes.
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Introduction. The paper studies the use of engagement markers in discussion sections of English-medium research articles in medical and foreign language teaching domains by two groups of academic writers, Anglophone and non-native ones using English as a Lingua Franca. Materials and Methods. In order to explore how disciplinary considerations and author language backgrounds affect the choice, frequency and distribution of engagement markers, we built a corpus of 68 research papers (34 medical and 34 EFL papers) published in international and national academic journals between 2019 and 2022. The markers were investigated using contrastive analysis applying Hyland & Jiang’s modified model. Results. Corpus analysis stressed both cross-disciplinary and language distinctions. The analysed foreign language teaching research papers rely on engagement more than the medical papers, which is manifested in the frequency of the use of markers. Writers in both disciplines engage with the reader through reader mentions and appeals to shared knowledge, but unlike medical papers, teaching ones rely heavily on managing the readers’ attention and addressing them directly through asides. From the linguacultural perspective, Anglophone writers use engagement markers a little more frequently than the authors from non-English-speaking countries. The main distinction lies in direct addresses to the reader which are realised in personal asides and questions. Overall, Anglophone writers tend to use a broader variety of engagement markers than non-Anglophone authors. The frequency and selection of engagement markers are influenced by language background, reflecting differences in linguistic-cultural conventions, target audiences, and publication contexts. Within the global scientific community, it is crucial to investigate how multilingual authors navigate the use of metadiscourse markers. Native English speakers and non-native speakers engage in a dialogue as equals, disregarding linguistic dominance. This highlights the need for unified conventions in establishing a global academic lingua franca. Discussion and Conclusion. The findings of this study hold significant pedagogical implications, providing support for academic writers and promoting the development of a global academic language and culture. By understanding the dynamics of engagement markers and their role in effective communication, pedagogical efforts can focus on enhancing global academic language skills and fostering a cohesive global academic culture.
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Examining Indonesian pre-service teachers' beliefs on the nature of mathematics
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Introduction. Beliefs about the nature of mathematics influence a teacherʼs mindset and, as a result, the way he or she teaches in the classroom. Several studies have been conducted in this area, but they have rarely focused on pre-service teachers. The implication is that the instruments used to measure these beliefs must be modified. This study aims to refine and validate a scale to measure pre-service teachersʼ beliefs about the nature of mathematics and to determine the demographic analysis results that influence these beliefs. Materials and Methods. A scale development study was adopted to achieve the objectives of this study. The participants were 410 pre-service teachers from undergraduate programs at one University with A (excellent) accreditation in the capital city of Indonesia. We used factor analysis to obtain a valid and reliable instrument. We also used multiple regression analysis to look at the relationships between pre-service teachersʼ gender, academic major, academic level, and mathematical beliefs. Results. This study established a valid and reliable scale that includes three factors that underlie beliefs about the nature of mathematics. One factor is related to the philosophy of traditional mathematics, namely objective, and the other two factors are related to the philosophy of constructivism mathematics, namely relevant and dynamic. Additionally, we discover that the impact of the academic major variable is more significant than the influence of the other variables (gender and academic level). Discussion and Conclusion. Beliefs about the nature of mathematics are central to the professional development of mathematics teachers because these beliefs have an implicit impact or are related to the beliefs, views, conceptions, or attitudes of teachers about teaching and learning mathematics and, in turn, lead to choices and practices carried out in class. Therefore, the beliefs scale developed in our research will allow researchers and/or interested parties to know the extent to which teachersʼ subjective knowledge of mathematics is used to improve these beliefs and lead to more meaningful mathematics practices.
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Factors for improving the effectiveness of professional training of employees in modern conditions
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Introduction. Human resources are likened to the backbone of any organization ensuring its sustainable development and competition. Investment in the workforce through training programs brings back the best fruitful achievements. This study investigated six basic factors affecting the training effectiveness in Vietnam, which is considered as burdensome matters to any organization in terms of having a skilled workforce to meet the current working situation. Materials and Methods. The study employed a mixed-methods approach involving a sample of 370 with e = ±5% over the population of 10,000 civil servants in Hanoi City. The quantitative data from the 5-Likert scale questionnaire among 370 respondents were addressed by IBM SPSS v.25. The semi-structured interviews relative to the same factors in the questionnaire were conducted with another 79 respondents to verify the validity of the research using NVivo v.12 for data treatment. Results. The results of the study revealed the dissatisfaction of employees with the training programs of professional development. The authors recommend to create a competent system of motivation to improve the effectiveness of training and development of employees. The leaders should conduct needs analysis seriously to comprehend the real expections of employees so that they could satisfy what lack of expertise skills and knowledge employees want to be updated. Besides, the incentive schemes and job promotion feasibilities are availed to any employee who is successfully performed well at work after the training courses. Discussion and Conclusion. The conclusions made by the authors contribute to the development of innovative training technologies in the system of professional development of the company staff. The results of the study will help HR professionals in the development of effective training programs that meet the expectations of employees.
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Impact of flipped learning approach on students motivation for learning digital electronics course
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Introduction. Various educational institutes follow various approaches to teaching-learning. Compared to the conventional learning approach. a flipped learning/inverted classroom approach was chosen to test students' variability in academic performance and level of motivation through the ARCS model (attention. significance. confidence. satisfaction). Materials and Methods. Keller's Motivation Survey of Instructional Materials was selected to assess the effect (in terms of motivation) of the flipped approach on the students. Keller's ARCS motivation model was the basis for this survey which includes four motivational factors: attention. significance. confidence. and satisfaction. The multiple-choice test was conducted to measure the students' academic performance. Results. After completion of the module. it was noted that significant improvements took place in the students' academic performance. attention. confidence. and level of satisfaction. The relevance factor had not experienced much difference. Discussion and Conclusion. The researchers' key goal. according to previous reports. is to integrate various teaching-learning approaches in primary. secondary. k-12. etc.; engineering education has yet to be explored. The research aims to determine the level of academic achievement and motivation of the second year B. E. students for digital electronics course in the flipped learning approach as opposed to conventional teaching approach. The results can be bettered by incorporating parameters such as students' perception. learning attitude. critical thinking skills. etc.
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Language testing and certification in an international context
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Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-Slovak university students in verifying Slovak language competencies through ECL testing compared to the period before 2019 in correlation with their writing skills preparation. Materials and Methods. Our research sample included 200 randomly selected written communications by first-year international students of our University in the period of 2019-2022 in various fields of study at the age scale from 17 to 42. The students were from Russia, Serbia, Kazakhstan, Uzbekistan, Belarus, Ukraine, and the Czech Republic. We applied content analysis of the written communications concerning the most frequent mistakes from the morphological, syntactic and writing-accuracy points of view. We also used statistical methods to research the current interest in verifying foreign language competencies through ECL testing on the side of our international students. Results. The results delivered that the most frequent errors are typographical, mainly related to spelling, punctuation and paraphrasing; therefore, we can claim that in the Slovak language learning, it is significantly beneficial to focus on formal correctness, i.e. consistent acquisition of the Slovak language grammar system. We also identified the sociolinguistic adequacy of written communication problematic, i.e. style, clear statements formulations, and adherence to the text composition. The results also demonstrated the increase in our international university studentsʼ interest in verifying foreign language competencies through ECL testing compared to the period before 2019. Discussion and Conclusion. From the results it follows that teaching writing skills intensively with a focus on particularly identified problematic issues in written communications increases the learnersʼ language acquisition level. This study presents results that may be useful in the targeted language preparation of the international students recruited to Slovak universities as their home universities and their further preparation for undertaking Slovak language proficiency official verification. In addition, the results of our study may contribute to the further development of general professional education in foreign languages.
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Personalizing the way of teaching LSP
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Introduction. The problem of effective teaching language for special purposes (LSP) to the students of non-lin-guistic 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.
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Introduction. Pakistani universities' multilingual and multicultural classrooms can create communication difficulties when trying to understand the attitude and meanings conveyed by caste address forms in student and teacher discourse. Address forms are influenced by sociocultural values, they reflect speakers' linguistic reality and convey the social structure of the society. Among the variety of address forms in Pakistani English speakers' caste as a category of address form represents their cultural identity and norms. This article aims to present the findings of the study regarding the use of caste as a category of forms of address among multilingual Pakistani English speakers in a university setting.
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Teaching foreign languages inclusively: standards for teacher competence
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Introduction. The adequate professional and psychological-methodology training of teachers is of major importance in teaching a foreign language to learners who have health impairment. In spite of the numeral works published in Russia and abroad which cover various aspects of this problem the given article is the first to do the detailed analysis of teachers' survey in order to reveal the knowledge, competences and skills necessary for their effective work in inclusive classes. The aim of the article is to develop a teacher training/retraining programme, which is based on the state professional educator standard and able to make teachers ready to work with learners who have health impairment. Materials and Methods. Methodology of the research represented is a combination of critical overview of works by Russian and foreign authors, other relative materials and detailed analysis of the results obtained through query of university and school teachers which was necessary for working out a relative teacher training programme that will make them ready to work in inclusive classes. 30 teachers took part in the survey. Results. As a final product of the research done on the basis of accurate analysis of theoretical resources and results of the survey a conceptual framework of teacher's knowledge and skills necessary for effective work in inclusive class was developed by the authors. They also produced a teacher training programme, criteria and forms for assessing teacher's acquisition of the programme being included. Discussion and Conclusion. The teacher training course developed by the authors is the relative contribution to the development of Psychology and Pedagogy of teaching foreign languages. It is essential that the programme is a model that can be adapted according to the interests of a potential target audience of educators. The course should help reshape the general competences as defined by the existing standard of teacher training so as to build up specific skills pertaining to teaching SEN learners inclusively. It should be an integral part of contemporary teacher pre-service preparation.
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Introduction. At the present time, more and more students are changing either their field of study or the university in the process of studying. This raises the problem of how to determine whether a student's level of knowledge meets the host institution's criteria. A simple comparison of competencies is not enough. Therefore, the authors propose a new system of comparing existing and required knowledge (competencies) at the new place of study. The purpose of this article is to present the results of research on the development and practical application of specific “competency trees” that allow for the automatic comparison and re-crediting of disciplines. Materials and Methods. The research is based on the methods of system analysis for weakly formalized problems: the method of expert evaluations and the method of the goal tree. For direct development the method of construction of binary decision trees was used. To evaluate the effectiveness of the developed method, methods of observation and comparison were used. Results. This article describes the specific steps for creating checklists based on multilevel competency indicator trees. The tables describe the four levels of competency acquisition. Based on the experiments carried out on the use of such tables for retake disciplines when transferring a student from one specialty to another, the following recommendations are made: if it is necessary to obtain a mark of the “Test” type in the Host University, the comparison is made according to the second level indicators; if it is necessary to obtain a mark of the type “Graded test/Test with a grade” in the Host University, the comparison is made according to the third level indicators; if it is necessary to obtain a mark of the “Exam” type in the Host University, the comparison is made according to the indicators of the deepest level for this indicator of the first level. The technique has been successfully tested for moving of a student within Kazan National Research Technical University named after A. N. Tupolev-KAI between the academic programs Aircraft Engineering and Applied Mathematics and Informatics. Discussion and Conclusion. The proposed multilevel system of interuniversity indicators will significantly simplify the procedure for transferring subjects for students who are moved from one study program to another at any level - whether within one university, or between different universities of the Russian Federation. The use of an automated system for comparing the level of knowledge of a student when moving from one university to another will not only reduce the time of a student and teachers, but also eliminate the human factor, bias and subjectivity in the process of making decisions about transferring, and increase the transparency of this process. All this together will contribute to the development of academic mobility of students, increasing their competitiveness in the labor market and strengthening academic interuniversity relationships both in Russia and abroad.
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The problems of linguistic and academic adaptation of international students in Russia
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Introduction. In the context of internationalization of higher education, attracting students from abroad is considered a tool for strengthening the country's positions in the world's educational space. The paper addresses the issue of linguistic and academic adaptation of international students in Russia. International students tend to experience difficulties when adapting to a new/different socio-cultural environment. The relevance of the article is determined by strengthening of integration processes, international relations, competing trends between higher education systems in the world. Materials and Methods. The quantitative research into barriers to the linguistic and academic adaptation of international students in Novosibirsk universities, conducted by the authors in April 2018, is presented. The survey of international students (N = 310) in Novosibirsk universities identified the main barriers to linguistic and academic adaptation. The survey had been created online through an Internet-based survey application Google Forms. The authors employed general scientific methods and the sociological method while conducting research. Results. We studied two groups of students. Group 1 included students from post-Soviet countries (N1 = 256) and group 2 included students from other countries (beyond post-Soviet countries) (N2 = 54). International students are experiencing difficulties. There are common problems for all international students in academic adaptation: low general educational level; weak training in core disciplines and special subjects; the difference between forms and methods of teaching in a Russian university from the forms and methods of instruction in domestic the higher education institution. The main barrier to the successful adaptation of international students is the language barrier which affects the academic barrier. Most international students who do not speak Russian are not able to fully comprehend lectures and understand other educational materials. International students need to quickly master the language, adapt to a learning system and fit into another culture in order to successfully learn. Local and regional programs should be developed to support international students to effectively involve them in a new environment. The research results demonstrate a positive impact of socialization on adaptation. Discussion and Conclusion. Analysis of Russian and international studies of linguistic and academic adaptation shows that the most effective ways to overcome the adaptation difficulties include orientation programs as domestic supplementary educational programs, refresher courses for teaching staff involved in training international students, and a set of socializing services for international students. The goals are to study psychological, intercultural, social problems of adaptation of international students in Russia. The results of the research presented in the article will aid in the organization of training of international students at the university. The article can be useful for teaching staff and managers of Russian universities and international researchers. The obtained results contribute to the development of theoretical and methodological base for studying the problems of international students adaptation.
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Introduction. The paper presents the results a study of the implementation of individual educational routes in students' autonomous foreign language study at a non-linguistic university. Factors determining student motivation and satisfaction with the autonomous study using the Rosetta Stone Advantage platform were considered. The purpose of the study was to find out how tutors manage autonomous work and what ICT tools are used in this process. The relevance of this study is determined by the importance of the implementation of electronic platforms in the process of teaching foreign languages, as well as the need to investigate new forms of management used by tutors in the process of monitoring individual learning activities in electronic educational environment. Materials and Methods. The following methods have been used in this research: a survey with Likert scale, data analysis, semantic interpretation of data and graphical representation of data. The empirical basis of this study includes the results of the survey of students of the Institute of Distance Learning and Open Education at the Financial University under the Government of the Russian Federation (Moscow). Results. In the present article it is shown that students can benefit from the integration of electronic platforms in foreign language learning since it provides them with excellent opportunities to choose their own educational content that takes both their professional interests and their present level of foreign language proficiency into account. However, although most students are motivated to use electronic educational platforms in their autonomous work, they need assistance. Tutors play an important role in the organisation of this type of educational activity in terms of explaining how to work with the platform, helping students to choose individual learning routes and providing motivation. Using various ICT tools of pedagogical management, tutors monitor the process of autonomous work and control its results; thus, the individual work of students becomes more efficient. Discussion and Conclusion. The results of the research and the discussion of these results with colleagues at scientific conferences and methodological seminars help to determine future perspectives for the successful use of pedagogical management tools in the process of autonomous study on electronic educational platforms. The results of the research have practical value for teachers of foreign languages working in the electronic educational environment.
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Introduction. The paper is focused on translators training system reconsideration in connection with new approaches to translation. The central question is linguist-translator's language training specificity through the new communicative-functional approach. The purpose of the work is to reveal translators' training in higher school within the frameworks of communicative-functional approach to translation. Materials and Methods. The study was conducted with the basic scientific methods: supervision, comparative analysis within which the interrelation and differences in the language training of students-interpreters in various aspects were revealed. Pedagogical experience of teachers of Speech theory and Translation Chair of the Foreign Languages Faculty at Ogarev National Research Mordovia State University and results of translators' training problem analysis in scientific articles were the basic materials for our study. Results. The research hypothesis was confirmed through a comparative analysis of classes on the discipline "Practical course of a foreign language" for two training courses: "Translation and Interpretation" and "Methods of teaching foreign languages and cultures". Their peculiarities, general points and drawbacks were identified; the preferences about the most important aspects of language training by different students' profiles, at Mordovia State University and University of Yaounde I were found out. The method of translators' language training improvement was offered. Discussion and the Conclusions. Training of students' professional translation involves the formation of special translational thinking for future translators. The theoretical value of the work is the revision of priorities, the systematisation and construction of a holistic interdisciplinary content of language education. The practical relevance consists in using the results in system of education of any country to provide quality translation training. The results achieved reveal the situation of global instability in politics, contributing to its improvement.
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Visual basic for application как система объектно-ориентированного программирования
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В статье рассматриваются основные понятия объектно-ориентированного программирования. Обосновывается необходимость изучения студентами экономических специальностей в курсе информатики системы объектно-ориентированного программирования Visual Basic for Application
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В статье рассматриваются возможности введения курса «Менеджмент финансовых ресурсов» для студентов, обучающихся специальности «Финансы и кредит». Приводятся цель, задачи, направленность, содержание данного курса, а также формы контроля самостоятельной работы студентов. Кроме того, показывается взаимосвязь курса с другими экономическими дисциплинами, перспективные направления его развития.
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