Статьи журнала - Science for Education Today
Все статьи: 950
Processes which support the creation of an environment conducive to learning
Статья научная
The article concerns the necessity of changing the model of learning in modern society and according to technology which is used. It indicates sensitive issues in the teacher - student relationship, and refers to modern educational models (e.g. Brunner, Cultural Relevant Pedagogy). The article focuses on finding sensitive issues and proposes courses of action which could enable new and adequate functioning of teaching organizations. The proposed solution is systemic taking responsibility by post-modern institutions for developmentally oriented system of education. The conclusions based on the analysis concentrated on the concept of learning, the content of what ought to be taught, and factors impeding and supporting implementation of changes.
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Introduction. This article focuses on development prospects of preparing future teachers for intercultural interaction in conditions of accelerated learning. The aim of the study is to identify the core development prospects for preparing future teachers for intercultural interaction in conditions of accelerated learning. Materials and Methods. The study followed a systematic approach, the implementation of which made it possible to comprehensively consider a specific precedent, identify its components, and determine the significance of each component that ensures the integrity of the precedent under consideration. The authors used analysis of scholarly literature and research results as the main research method. Results. The theoretical analysis of the scholarly literature allowed the authors to arrive at the following research results. Firstly, the authors substantiated the role of two research methods that are supposed to form the basis of comparative analysis (the method of precedents and the method of expert assessments). Secondly, the authors established conceptual foundations for designing a model of accelerated learning in the process of teacher preparation, based on the equal status of cultures, which is based on the dialogue of cultures. The authors emphasize the importance of studying emerging practices in each region, considered as possible precedents. So, as an example, the experience of the Pedagogical Institute in Ludwigsburg, which has developed practices for preparing teachers for intercultural interaction, is proposed (examples of disciplines, types of teaching internships that are actively used in the process of teacher education are provided). Conclusions. The authors have proposed and clarified the prospects for the development of teachers’ preparation for intercultural interaction in the context of accelerated learning. They include the implementation of new methods and designing a model of accelerated learning within the process of teacher education. The results obtained can become the basis for further study of the problem of preparing highly qualified educators in the conditions of accelerated learning. Materials and results of this research can be used to develop programs aimed at preparing future teachers for intercultural interaction in multicultural regions.
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Research of readiness of pedagogical specialties students to teach in English
Статья научная
Introduction. The research is devoted to the problem of the trilingual education system formation in the context of educational modernization in the Republic of Kazakhstan. The purpose of the research: to determine the features of forming the readiness of pedagogical specialties students to teach in English in their professional activities. Materials and Methods. The methodological basis of the research was a system-activity approach. In the course of the research, scientific and theoretical sources on the problem of forming the readiness of pedagogical specialties students to teach in English in their professional activities were systematized, the empirical material was obtained from the results of questioning and testing of graduate pedagogical specialties students of Academician E. A. Buketov Karaganda University. The analysis of the research results was carried out using the methods of mathematical statistics. Results. The authors of the research singled out the criteria and indicators of the formation of the readiness of pedagogical specialties students for teaching in English in their professional activity based on its component structure. According to the cognitive component of readiness, the levels of knowledge and proficiency in the English of pedagogical specialties students have been determined. In accordance with the praxeological component, indicators of the formation of graduates' readiness to teach in English in their professional activities have been determined. According to the motivational component, the degree of stable interest, the attitude nature and the correspondence degree of the motivation types of graduates to teaching in English have been determined. Conclusions. The analysis of the research results made it possible to identify the features and the readiness degree of pedagogical specialties graduate students to teach in English. The readiness level of pedagogical specialties graduate students to teach in English is defined as insufficient, in terms of components: cognitive - from secondary to higher; praxeological - mostly low; motivational - low to medium. The feature of forming the readiness of pedagogical specialties graduate students to teach in English is low motivation and insufficient professional and methodological readiness to teach in English in professional activities with a sufficient level of English proficiency.
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Students' academic mobility in the Russian educational environment
Статья научная
The article highlights the situation with the academic mobility of students in the Russian Federation. The methods employed in the current research combine analysis and comparison. According to the Bologna declaration students' academic mobility is one of the key criteria of the quality of high education. Since Russia joined the Bologna process, the situation in the country with the opportunity to study in a foreign partner-organization has significantly improved, compared with the 1990s. The authors present the results of the comparative analysis of students' academic mobility at certain Universities of Russia. The researchers also point out the problems existing in the process of building academic mobility of Russian students. The successful experience of realizing academic mobility programmes abroad being analyzed, a number of steps to be taken in the Russian Federation to improve the situation with the academic mobility are offered, the significance of creating academic mobility infrastructure in Russia is described. In conclusion the authors emphasize the national challenges for Russia to focus on to enable integration of Russian students into the global educational environment.
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Students’ satisfaction with blended learning programmes in the faculty of physical education
Статья научная
Introduction. Blended learning requires a virtual learning environment (VLE), which contributes to establishing learning communities. The Faculty of Physical Education at the University of Jordan has designed a number of courses which incorporate blended learning with contact classes and online components on the e-learning platform. The objective of the present study is to investigate if modes of blended learning affect students’ perceived achievement goals and satisfaction. Materials and Methods. The research model has been tested using a questionnaire survey. The sample consisted of 83 undergraduate sport students pursuing the courses in Motor Learning offered by the Faculty of Physical Education. Results. It was identified that students were satisfied with blended programmes and online learning environments (83 %). The findings have shown that Blended Learning rotation type (students rotate between online and traditional content within the fixed schedule) significantly affects learning satisfaction. Moreover, teaching quality received the highest satisfaction level when interaction significantly affected self-study. Conclusions. The feedback of students who are amongst the key stakeholders is essential to ensure a successful implementation of blended learning.
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Introduction. The article examines the problem of integrating international students pursuing English Medium Instruction (EMI) programs into the academic environment of the Russian University. The study aims to identify the discrepancies in the attitudes of international students and their professors to the challenges faced by international students that intervene with the successful integration. Materials andMethods. In order to identify the main groups of challenges faced by international students, general scientific methods were used: analysis, synthesis, and generalization of the existing research. To determine the consistency in the views of international students and their professors a diagnostic method was applied: a survey in the form of Likert scale. The reliability of the data obtained was verified using triangulation approach in its two forms: method triangulation (literature analysis on the research problem and the survey method in the form of a Likert scale) and data triangulation (answers to a survey were given by two different groups of respondents). Results. It was revealed that the successful integration of international students into the academic environment of the Russian University is aggravated by four groups of challenges: linguistic, academic, social and cultural ones. Analysis of the research findings showed a number of inconsistencies in the views on the challenges of international students demonstrated by international students and their EMI professors. The attitudes of international students and their EMI professors do not match on the following issues: the level of English language proficiency; the level of analytical skills of international students; the degree of adaptation to a new cultural environment; the perception of culture shock; the communicative abilities of international students in social and academic interaction; the level of awareness of the social and cultural life demonstrated by EMI professors. Conclusions. The authors summarize the differences in the views of international students and their teachers on linguistic, academic, cultural and social difficulties. It is concluded that increasing the degree of consistency between the views of teachers and international students will make it possible to adjust the design and implementation of EMI programs and support the successful integration of international students into the academic environment of the Russian University.
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Статья научная
Introduction. The ability to orientate oneself in space is one of the basic requirements for the harmonious development of a person. The problem of human orientation in space is very complex. It includes both ideas about the size and shape of objects and the ability to distinguish the location of objects in space, and understanding different spatial relationships. The concept of spatial orientation includes the evaluation of distances, sizes, shapes, mutual position of objects and their position relative to the orienting object. Spatial orientation is significantly impaired in mentally handicapped children, since the impairment of mental development not only limits their motor activity, but also negatively affects the development of time representations, musculoskeletal functions and leads to a decrease in compensatory processes. The purpose of this study is to identify spatial orientation and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years. Materials and Methods. The methodological basis of this research investigation was scholarly literature devoted to studying nervous functions in children with mental development disorders and interhemispheric asymmetry of the brain, regulation of these functions, identifying difficulties, modeling the system of work with these children and constructive praxis disorders in normally developing and mentally retarded children aged 8-11 years (Boguslavskaya, Miroshnichenko, 2019, Maryutina, Yermolaev 2001, Reuter-Lorenz and others, 2000, Azatyan2022). The study was conducted in the research laboratory of the Faculty of Special and Inclusive Education at the Armenian State Pedagogical University after Kh. Abovyan and research laboratory in Armenian state institute of physical culture and sport. A total of 131 children aged between 8 and 11 years participated in the study, including 73 healthy schoolchildren and 58 children with mild mental retardation. The degree of intellectual disability was assessed based on medical indications, degree of social adjustment, level of intellectual functioning, and learning outcomes in special education classes. Each category of participants was divided into 2 age groups: 8-9 years old and 10-11 years old. Results. The article discusses the main issues of studies of spatial orientation and constructive praxis in normally developing and mentally retarded children aged between 8 and 11 years, provides a scientific rationale for the problem, taking into account previous research investigations. However, the problem of mentally retarded and normally developing children in this age group remains virtually unexplored. Analysis of research findings allows the authors to identify and summarize the following important points: - mentally handicapped primary school children lag behind their healthy peers in all indicators examined; - 8- and 9-year-olds have less developed practical spatial orientation skills than their older peers; - Intellectually disabled peers have underdeveloped spatial orientation skills and constructive practice, making it difficult to understand spatial relationships between objects. The experimental study of task performance revealed interesting data, which will serve as a basis for developing the necessary means, methods and conditions for the development of elementary practical orientation in mentally disabled primary schoolchildren. The authors have uncovered violations of spatial orientation and constructive praxis in normally developing and intellectually disabled children aged 8-11 years that highlight the limited and incomplete verbalization of spatial relationships of objects in intellectually disabled children. The listed errors in general are reduced to the use by mentally retarded schoolchildren of imprecise, vague spatial characteristics instead of more differentiated ones. Conclusions. Thus, the results of the conducted experimental research testify to the insufficient development of the elementary practical orientation and understanding of the spatial relationships of objects in mentally retarded children of primary school age.
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Статья научная
Introduction. The article discusses the practices of implementing a multilingual model of multicultural education in the Russian Federation. The Russian Federation is a multinational and linguistically diverse country. The official language of the country is Russian; 37 state languages are spoken in the republics of the Russian Federation; more than 15 languages have an official status. For a number of regions of the country, the model of multilingual learning is extremely relevant. The purpose of the article is to study the practices of implementing a multilingual model of multicultural education in the territory of the Russian Federation and to conduct their comparative analysis. Materials and Methods. Within the framework of the study, the analysis of legislative documents regulating the processes of multicultural and multilingual education in the Republic of North Ossetia-Alania, Kabardino-Balkar Republic, Chechen Republic, Republic of Sakha (Yakutia), Republic of Tatarstan, Chuvash Republic, Republic of Bashkortostan (state programs, concepts, regulations, etc.) was carried out. Data gathering included round-table discussions and interviews with the representatives of academic and teaching communities of the regions; analyses of curricula, syllabi and teaching materials on language disciplines; lesson observations; questionnaires and language assessment of primary (4th grade) and secondary schoolchildren (8th grade) in foreign and native languages; analysis of academic performance and attainment (e.g. the results of the All-Russian Olympiad of schoolchildren in Russian and Foreign Languages, national assessment, state final certification, and final national examinations). Results. The research team of Bashkir State Pedagogical University named after M. Akmulla, in accordance with the state task in the field of science of the Ministry of Education of the Russian Federation, has been implementing a research investigation ‘Comparative analysis of the practices of implementing a multilingual model of multicultural education (with the main focus on the Republics of Bashkortostan, Tatarstan, North Ossetia-Alania, Sakha (Yakutia), etc.)’ since 2021. The authors have determined the main types of models of multilingual education implemented in the studied regions. In particular, the models presented in the Republic of North Ossetia-Alania, the Republic of Tatarstan and the Republic of Sakha (Yakutia) are reported to be the most developed as they have been implemented for several years. The findings in this study contribute to a greater understanding of the specifics of multilingual education in Russia and the study makes a theoretical contribution to multilingual education in general. Conclusions. The article concludes that currently there is no a single coordinated model for multilingual education in Russian schools. The development of a multilingual model of multicultural education is primarily aimed at preserving and further developing the native languages in the subjects of the Russian Federation, remaining one of the most important tasks not only in terms of solving narrow ethno-cultural problems, but also in the context of preserving the natural multicultural basis of the multinational Russian state.
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Teacher self-assessment as a part of quality management
Статья научная
Introduction. Self-reflection is an essential precondition to improve and enhance teacher`s performance. It should be included in evaluation processes of teachers conducted by educational institutions. The main research question of the case study carried out in the concerned higher education institution was whether teachers’ pedagogical competencies would be evaluated by students at a higher level after the introduction of teachers’ self-assessment. Materials and Methods. The paper presents assessment tools and methodology of teachers’ self-assessment which have been implemented at the Faculty of Education at Constantine the Philosopher University in Nitra within the framework of its internal quality assurance system. Both quantitative and qualitative research methods were used to reveal the results of the evaluation process from the assessee`s perspective, as well as from the evaluator`s point of view. Results. The results of the presented case study show that introduction of teachers’ self-assessment into the internal mechanism of the quality management has had a positive influence on teachers’ professional performance, which has been reflected in assessments conducted by students. Conclusions. The efforts of Constantine the Philosopher University aimed at quality assurance of all areas of its activities to ensure conditions for its long-term prosperity and competitiveness have also acquired a national recognition. In 2017 the Slovak Office for Standards, Metrology and Testing awarded the University with the National Quality Award of the Slovak Republic. The aim of this award is to motivate and support public and private sector bodies in continuous improvement and increasing efficiency.
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Teachers` competences evaluation: case study
Статья научная
Introduction. Evaluation of teachers' professional performance is one of the statutory obligations of school head teachers in Slovakia. However, in fulfilling this obligation in practice, there is no systematic approach to relevant assessment of the level of professional competences of teachers. In an effort to contribute to the elimination of this problem, the national project Evaluation of Teacher Competences was carried out at the Constantine the Philosopher University in Nitra (Slovakia) in which a methodology and a set of tools for stratified assessment of key teachers' professional competences was developed. Materials and Methods. The paper presents a case study the aim of which was to prove applicability of the designed assessment methodology with its assessment tools in practice. The case study was carried out in a lower secondary school and the object of the testing process was the applicability of the developed Assessment and Self-assessment Sheets for evaluating ten key professional competences of a teacher. The study presents the sum of data collected from one teacher. Results. In the frame of the carried out case study all the designed evaluation tools were verified and the collected data and results of the case study prove the applicability of the tools in school practice. Conclusions. Considering the results of the research records comparative analysis two important findings were obtained. One concerns the importance of the post-observation interviews and the second one is related to the importance of the evaluators’ professional training.
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The Russian language in d'Henri Troyat's life and works
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The article focuses upon the influence of Russian culture and the Russian language on the works of a modern French writer d'Henri Troyat who has some Russian background but, by a twist of fate, lived most of his life in France considering himself a French writer with a Russian soul. Analysed are the role of a family in keeping mother tongue and the Russian traditions in d'Henri Troyat's life, his thoughts about peculiar features of the Russian language, and intertextual inclusion of Russian lexis into French fiction. Frequent inclusion of Russisms reflecting local realities into artistic narration is a dominant stylistic device of d'Henri Troyat's ‘Russian cycles'. Such Russisms manifest Russian spirit and Russian world, performing the function of creating ‘local coloring', the image of Russia, which makes close links between the writer and his numerous personages. Implicit Russisms along with traditional explicit ones define their stylistic expression that depends also on their frequency. The expression of the Russian lexis is defined by its unusual sounding which helps make assosiations between Russian words and national environment where a certain language is functioning. The Russian lexis is preferably used transliterated in the speech of the author or personages of the Russian origin. There are rare cases when authentically spelt Russisms have been used in French texts. The thematic variety of Russisms is wide but the most active and large group includes everyday items. D'Henri Troyat, a bilingual writer, who agrees with theoretical philologists, emphasises the peculiar status of “expatriation language' as a linguistic phenomenon. The writer, not aiming at investigating all linguistic details of that phenomenon, still makes it clear that such language really exists. D'Henri Troyat explains this by the fact that Russian emigrants believe it their misssion to keep Russian cultural and linguistic values and traditions. Most of his literary personages, bilingual and bicultural like the writer himself, consider a new French surroundings as a temporary condition of their existence. Russian-oriented descriptive passages in d'Henri Troyat's works help the writer make his native country closer, and the French reader enjoy the beauty of such descriptions, and, in some cases, improve the translation of Russian cultural realities. The research is based on d'Henri Troyat's works that are mostly unavailable in Russia and have been presented to the author of this research as a gift.
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Статья научная
In this paper author considers political education in Chinese universities. Political education has always been a controversy as much as a top issue of social-political life in modern China. Along with the drastic changes brought by the Reform in 1978, political education in Chinese universities has gradually shifted in both contents and forms from stereotyped ideological-political work to a modernized scientific educational disciplinary with strong theoretical supports. It is shown that political education differs in the east and the west in many ways. So, it’s necessary to make clear what political education means in Chinese context. Political education is far-reaching in its scope, in general it concerns with the theoretical, empirical, normative and conceptual dimensions of political practices. Up to now, there are no acknowledgements, no required doctrines in western political philosophy to advocate that political educationist do or ought to address an authoritative definition for political education. Although the general features of political education can always be outlined because of the sameness of political, social and cultural background of individual researchers. Considering the achievements of political education in Chinese universities for the past 30 years, the author notes that there is political education dilemma. Summarizing the author outlines the future prospects of political education in Chinese universities.
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Article is devoted to the analysis of a state of health of schoolchildren. The purpose of article is to consider some aspects of health of the schoolchildren concerning physical development, a condition of cardiovascular system and its adaptive opportunities. Prevalence of II group of health over schoolchildren from 1 to 11 class is marked, to leaving school the amount of children with III group of health grows. During training the amount of schoolchildren with harmonious physical development is reduced and the schoolboys having low reserve opportunities of cardiovascular system is increased.
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Статья научная
Introduction. The authors investigate the problem of value changes occurring in the higher education system. The COVID-19 pandemic, which spread around the world in early 2020, has had a serious impact on higher education. It has led to the need to revise the axiological foundations of modern education. The purpose of this article is to analyze the neoliberal concept of higher education in the modern world and identify trends for the future post-COVID education. Materials and Methods. The materials included international research articles published between 2020 and 2021 and devoted to the subject under study, as well as a sociological study conducted in the Republic of Kazakhstan and investigating well-being and value orientations of students during the COVID-19 pandemic. A sample of 1,000 university students from all 14 regions in Kazakhstan was interviewed. The main proportion of students was retained in the sample (by gender, language of instruction, nationality, years of study and degree programmes). The study was conducted using the Google Forms application. The main research methods were content analysis of scholarly literature (more than 40 international sources), as well as analysis based on the results of the sociological survey of students in Kazakhstan. Results. The authors revealed that if at the very beginning researchers paid attention to such negative aspects of the pandemic as poor technical equipment, Internet failures, unpreparedness of academic staff and students for online learning, the growth of student debts due to job loss, etc., then it soon became clear that the pandemic affected not only the external (economic, technical) side of education, but also its very essence. Today, researchers all over the world are critically analyzing the foundations of modern higher education - neoliberal concepts that have dominated in different countries since the late twentieth century and the development of globalization. It is shown that the current global educational crisis has not been caused by the pandemic, but by the unaccounted negative consequences of the deep penetration of neoliberalism ideas into society (market relations, uncontrolled competition, weakening of the role of the state, weak support for social sectors of the economy, etc.). The authors argue that societies with a developed system of neoliberal higher education experience more stress than developing, traditional ones like Kazakhstan, since the basis of education of the former is mainly the market and monetary-market relations, the basis of the latter is moral, intangible values of education. Conclusions. Exploring the prospects of post-secondary education based on international research investigations, the authors have put forward the ideas about the need to abandon neoliberalism in favor of greater humanization, fundamentalization and ecologization of education, strengthening state control and financing. The authors consider this as the only possible form for progressive development of higher education after the pandemic.
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The impact of e-learning and social parameters on students’ academic performance
Статья научная
Introduction. The article examines the problem of assessing students' academic performance in the current situation. The purpose of the paper is to evaluate the influence of e-learning and some social and behavioral parameters on students’ academic performance. Materials and Methods. The author employed the machine learning procedures in order to identify and assess the current problems of the educational system, students’ behavior, and universities’ policy. Methods of mathematical analysis and statistics as well as ensemble methods (gradient boosting and the random forest algorithms) were used in order to achieve high accuracy of the research. Results. The author conducted the analysis of the following datasets devoted to academic performance at higher and secondary educational institutions in a number of countries: Students’ Performance in Portugal, E-learning Student Reactions and Students’ Academic Performance. The purposes of the current study were to identify statistical correlations between social parameters of students and the level of their academic performance and to understand how academic performance is determined by the implementation of online learning and blended learning. The research findings suggest that mathematical statistics and data analysis methods allow to identify correlations between students’ performance data and reveal hidden relationships which can be important for university staff. Conclusions. In conclusion, the author summarizes the results of evaluating the impact of the introduction of e-learning elements and some social parameters on students’ academic performance.
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Статья научная
Introduction. The article focuses on the effective use of educational interactive technologies in foreign language communication and research activities of students. The purpose of this study is to identify factors which determine the impact of interactive gaming services on formation of students' terminological competence and foreign language proficiency. Materials and Methods. The research methodology involves reviewing literature on the use of interactive game resources in foreign language teaching, as well as analysis and synthesis of the obtained data. The methodological approach taken in this study is the system-activity approach. The educational experiment involved evaluating the possibilities of interactive resources conducted by teachers and assessment of students' foreign language proficiency and research skills. Results. The authors analyze and clarify the concepts of ‘interactive game technology' and ‘foreign language proficiency'. They argue that development of terminological competence is one of the key stages in formation of foreign language proficiency. The study has revealed the influence of interactive services on organizational aspects of students' communication in a foreign language as well as their research activities. The authors justify the necessity of using interactive game resources in teaching a foreign language as the basis of professional training which meets the requirements of modern digital society. The findings of the survey suggest that teachers are increasingly interested in employing interactive game resources for educational purposes. On the other hand, they report practical difficulties in using them. The empirical study enabled to identify digital tools and interactive technologies which contribute to enhancing foreign language proficiency. Conclusions. In conclusion, the authors summarize the factors determining the influence of interactive technologies on the formation of students' terminological competence and foreign language proficiency through encouraging involvement in learning and research activities within the framework of digital educational environment.
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Introduction. The article presents an overview of the major ideas of contemporary foreign and Russian researchers on the issue of the speech mechanism formation of a foreign language learner. The authors aim to identify effective synergetic ways of employing linguistics, psycholinguistics and the methodology of foreign language teaching that can improve the efficiency of the language learning process. The authors note that, despite a number of research papers on the subject, published both in Russia and abroad, the science still lacks a clear-cut definition of this phenomenon, and its role in the process of foreign language acquisition is not stated. Thus the research problem of the paper is to study the intermediate language system in the speech mechanism of a bilingual acquiring a foreign language at a given stage. The purpose of the study is to determine the nature and the status of an intermediate language system and its role in foreign language acquisition, and to find out the ways of optimizing the process of foreign language teaching based on the data obtained. In line with the purpose set, the following research objectives were identified: 1) based on the analysis of research literature on the issues in question, to clarify the naming of the intermediate language system and define its nature; 2) to examine the component structure of the interlanguage; 3) based on the integration of data from linguistics, psycholinguistics, and psychology, to determine techniques that influence the dynamics of interlanguage development that can contribute to improving the effectiveness of the teaching process. Materials and Methods. The methods employed in the current research combined the analysis of research literature in the fields of linguistics, psycholinguistics, methodology of foreign language teaching, psychology on the issues under study, the contrastive and comparative analysis of languages involved in the speech mechanism of a bilingual, the method of integrating psychological, psycholinguistic, and linguistic data. Results. Some authors show skepticism with regard to the existence of the third language system in a bilingual setting. The article presents argumentation to prove the systemic character of this phenomenon, which results in defining the third language system as an intermediate system that psychologically combines three linguistic systems (native language, the third language system, the target language), and represents a continuum of certain changes. This continuum is dynamic in its nature, and consists of a series of approximate systems, each of which consistently and increasingly approaches the target language. All learners of foreign languages show certain deviations from the norm, that is, language mistakes, the existence and nature of which enable the teacher to evaluate the student’s progress in learning the language. Conclusion. The article explores such a relevant phenomenon for the methodology of foreign language teaching as fossilization, which manifests itself in the interlanguage behavior of a bilingual as a result of the summation of five central processes that constitute the latent psychological structure of the individual. Fossilization is interpreted as a phenomenon known as typical persistent errors as opposed to occasional mistakes. The authors analyze the main characteristics of fossilization, such as its dynamism and stability that make the research subject of the theory of speech errors. Based on the analysis and integration of linguistic, psycholinguistic and psychological data, the authors develop methodological recommendations for optimizing the foreign language teaching process. It is concluded that the interlanguage is a complex dynamic system that continually accompanies the process of developing bilingualism and is based on the laws of linguistics, psychology and psycholinguistics. Studying the nature of this system can greatly enhance the efficiency of the process of foreign language acquisition.
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Статья научная
Introduction. The article deals with the problem of successful socialization of gifted adolescents. The purpose of the article is to define and clarify a set of psychological-pedagogical conditions, leading to successful solving socio-cultural socialization tasks by gifted adolescents. Materials and Methods. The study follows the existential approach and its ideas as a methodological basis of the research. I order to obtain empirical data the authors applied M. Rokich’s “Value orientations” inventory and “The study of a child’s initiative in their curricular and extracurricular activities” questionnaire by V. S. Yurkevich. The sample consisted of participants from educational center “Sirius”, Sochi, (n=42) and the participants of state educational institution “The Academy of Talents”, Saint-Petersburg, (n=42). Results. The article presents a theoretical review and results of analyzing peculiarities and difficulties in solving socio-cultural tasks of socialization by gifted adolescents. The data obtained enabled the authors to identify psychological-pedagogical conditions for successful solution of this set of tasks. The research reveals the difference in the way the gifted children's parents and educators perceive adolescents’ terminal values and the way the adolescents see them, which justifies the necessity and importance of interventions, aimed at increasing educators and parents’ psychological-pedagogical competence in the field of giftedness, peculiarities of gifted children's development and recommendations how to cooperate with gifted adolescents. The research results demonstrated specific features in gifted adolescent’s self-acceptance and self-attitude: critical perception of personal results; responsible attitude to learning (even to the least favourite subjects); preference to problematic, extraordinary tasks; avoidance of the “organizer” role by most adolescents; keenness on reading and creativity. Conclusions. Relying on the data obtained and teaching experience, the authors formulated psychological-pedagogical conditions which provide increased effectiveness in solving socio-cultural tasks by gifted adolescents.
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The memorization of syntactic structures in learning French as a foreign language
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Introduction. The principle objective of this study is to indicate the role of constructing a procedural model which would give a specific form to a more complex syntactic structure while facilitating its memorization at an advanced level of language studies, even at a university. Materials and Methods. The study is based on modeling the educational process at the university level. Results. The study reveals some difficulties in using certain French syntactic structures for Albanian learners. The authors provide the characteristics of an advanced language learner. Learning is considered as having two stages: the first stage consists of general procedures producing syntactic structures in order to construct a model or strategy of memorization (initial procedural rule); the second stage teaches this model through repetitive exercises. The analysis of such difficulties in grammar and the proposal of a strategy facilitating learning of FLE will allow Albanian learners to express themselves in French and become well-qualified teachers. Our goal is to offer students some tools they need to find out rules by themselves, acquire the ability to make forms or syntax turns to apply them and put them into practice. Conclusions. The authors intend to help students understand solid foundations of linguistic analysis, to familiarize them with syntactic structures of the most difficult expressions in the French grammar applying its fundamental rules and translating them in a precise and pleasant way to hear.
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Nowadays foreign language education is considered to be an essential component of higher vocational education since during the introduction of Kazakhstan’s higher educational establishments in the Bologna process, which implies the academic and professional recognition of the country’s diplomas in European countries, a high level of foreign language proficiency is necessary for experts of any profile. In particular, this statement is of great importance in the field of training engineering specialists in Kazakhstan connected with the necessity of international accreditation of educational programs in the field of engineering and technologies and the possibility for engineering professionals to receive the rank of "Euro engineer". The demand to train engineers in compliance with the European standards of engineering education foregrounds for Kazakhstan’s universities issues concerning purposeful and continuous foreign languages teaching which has to be aimed at the formation of students’ foreign language communicative competency. The solution of these issues calls for a new conceptual approach to engineering students’ foreign language training within higher vocational education which would provide with the most optimal way of achieving the stated goal. In this regard, the article authors address to the question of using pedagogical technologies in the process of foreign languages teaching and learning which enable to set up precise goals, plan the expected outcome and focus the whole activity on its achievement. In the article the authors introduce the new concept "technology of university engineering students’ foreign language training" and provide insight into it. They also present the model of this technology which includes such interrelated components as the goal and outcomes of foreign languages teaching, content-related, organizational-procedural and monitoring-assessment components. The presented model suggests the modernization of the process of foreign language teaching, the selection of the language learning content and the putting of the national assessment system in conformity with the European Credit Transfer and Accumulation System (ECTS). Thus, through the relative determination and organization of each structural component of its model, the technology of university engineering students’ foreign language training condition facilitates the achievement of the main goal of teaching foreign languages in higher schools - the formation of students’ foreign language communicative competency.
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