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Pedagogy
UDC 378.172
candidate of pedagogical sciences, assistant professor Lukina Oksana Anatolyevna
Federal State Budgetary Institution of Higher Education "Nosov Magnitogorsk State Technical University" (Magnitogorsk); candidate of pedagogical sciences, assistant professor Gasanenko Elena Aleksandrovna
Federal State Budgetary Institution of Higher Education "Nosov Magnitogorsk State Technical University" (Magnitogorsk); candidate of philological sciences, assistant professor Dyorina Natalja Vladimirovna
Federal State Budgetary Institution of Higher Education "Nosov Magnitogorsk State Technical University" (Magnitogorsk)
FOREIGN LANGUAGE COMPETENCE FORMATION OF A TECHNICAL UNIVERSITY STUDENT IN THE PROCESS OF INTERCULTURAL COMMUNICATION IN ENGLISH
Annotation. The article discusses a current issue of modern pedagogical science - foreign language competence formation of a technical university student, which contributes to effective communication in the English language. The authors note that foreign language competence is a universal means of successful professional activity and self-realization of a technical university student. The article examines foreign language competence as a structural component of a technical university student's linguistic personality, the specificity which is in the fact that it acts as a means and basis for a technical university student's linguistic personality formation. Particular attention is paid to the requirements for the language training of a technical university student and the linguistic personality in the process of the English language professionally-oriented teaching.
Keywords: foreign language competence, technical university student, general cultural competence, technical university, linguistic personality, the English language.
Аннотация. В статье рассматривается актуальный вопрос современной педагогическрой науки - формирование у студентов технического вуза иноязычной компетенции, которая способствует эффективной коммуникации на английском языке. Авторами отмечается, что иноязычная компетенция является универсальным средством успешной профессиональной деятельности и самореализации студента технического вуза. В статье рассматривается иноязычная компетенция как структурный компонент языковой личности студента технического вуза, специфика формирования которой заключается в том, что она выступает как средство и база для формирования языковой личности студента. Особое внимание уделяется требованиям, предъявляемым к языковой подготовке студента технического вуза и его языковой личности в процессе профессионально-ориентированного обучения английскому языку.
Ключевые слова: иноязычная компетенция, студент технического вуза, общекультурные компетенции, технический вуз, языковая личность, английский язык.
Introduction. In modern conditions of globalization, the need for training highly qualified technical specialists with knowledge of the English language has become more important. For a modern specialist it is important not only to have skills of social and business communication with foreign partners, but also the ability to apply knowledge of the English language in professional and
scientific-research activities. Modern requirements for the competences and content of higher education in the study of natural and technical sciences are formulated by the leading specialists in this field. The priority task in teaching a foreign language is the formation of professional competencies aimed at the practical use of the language as a tool to implement professional interests. As a rule, research aimed at language learning in higher education focuses on the interaction of partners from different countries and cultures [2].
The new paradigm of foreign language education proclaims education in the spirit of peace, dialogue of cultures, to find a comprehensive solution to the problems of a humanistic person who respects human rights and fundamental freedoms. The person who is aware of the growing global interconnection between people and nations and promotes mutual understanding, tolerance and friendship between people, racial and religious groups, ready to participate in solving problems of their society, their country and the world at large.
The purpose of the article. The purpose of this research work is to review and analyse foreign language competence, which contributes to effective communication of technical university students in English. As well as consider the concept of "linguistic personality" and identify the features and characteristics of foreign language competence as a component of this concept.
Presentation of the main material of the article. Intercultural language education, based on the principles of multilingualism and multiculturalism, which ensure social and academic mobility, is in these conditions a means of mutual understanding and enrichment, a tool for the creative development of a socially active and independent personality. The value of personal development in a dynamically changing world also emphasizes the importance of intercultural language education. The social and academic mobility of the individual is designed to help him/her feel deeply his/her belonging to native people and at the same time realize themselves as a citizen of the country and a subject of a multicultural and multilingual world civilization. In such a case intercultural communication of technical university students should be considered as a process of verbal and non-verbal communication of specialists in the field of engineering education, who are representatives of different cultures, or as a set of specific processes of interaction between mediators of professional cultures, fully aware of all the following features of such interaction [4].
Under the conditions of intercultural interaction, intercultural relations are formed between the communicating people, in which cultural systemicity is learned at the moments of going beyond the boundaries of the system. This means that in the conditions of intercultural communication its participants, using their linguocultural experience and their national-cultural traditions and habits, at the same time try to take into account also another linguistic code, other customs and traditions, other norms of social behavior, being aware of the fact of foreignness of the latter. The whole period of the development of the communicative approach (up to the mid-1980s) proved that the ability to interact in the professional sphere at the intercultural level must be formed specifically; if this is not done, communicants are as if programmed in advance for the conflict of misunderstanding [9].
The appeal to intercultural communication has entailed significant changes in the understanding of the processes of mastering a foreign language, and hence the teaching of this language. The indicator of the quality of specialists' training in foreign language communication, thus, is a certain resource of a technical specialist's personality, providing the possibility of his/her full-fledged participation in intercultural professional communication [11].
The purpose of mastering intercultural communication of a future specialist in science and technology is to form a linguistic personality, who is ready and able to go beyond their own culture and acquire the qualities of a mediator of cultures without losing their own cultural identity.
The concept of linguistic personality is studied in the unity of psychological, social, linguistic, ethical and many other components. Language personality is understood as a multilayered and multicomponent set of linguistic abilities, skills, readiness to carry out speech acts of different degree of complexity, acts, which are classified, on the one hand, by types of speech activity, and on the other - by levels of language, i.e. phonetics, grammar and vocabulary. Considering the linguistic personality as something holistic in its structure, we can distinguish three levels: verbal-semantic, associated with the units of language necessary for the construction of a statement; cognitive, the units of which are concepts, ideas, concepts, reflecting, first of all, the picture of the world. This level is connected with human knowledge, with the accumulation and expansion of this knowledge and covers the intellectual sphere of the individual, which allows to carry out cognitive activity. It is possible to allocate various directions of such activity, for example, cognition of system, levels of the studied language, cognition of the surrounding world, deep cognition of culture of the people - a native speaker of a foreign language. The thesaurus of collective knowledge, functioning at the cognitive level, allows people belonging to different linguistic societies and cultures to understand each other, solve problems related to their life activities on the basis of various information contained in it: from naming people, places, events to information about their professional experience; the last level in the structure of the linguistic personality, including goals, motives, interests, attitudes, intentions of a person, is connected with the pragmatic aspect [13].
On the basis of the analysis of the portrait of a linguistic personality of a native speaker the process of formation of a polylingual and multicultural linguistic personality, which in its formation and functioning is at the crossroads of several languages and cultures, is organized. The condition for the formation of a polylingual and multicultural personality in the multicultural communicative space is mastering a certain level of communicative competence, which is considered as a "leading and pivotal" competence underlying all other competences of a multicultural personality. Based on the theories of competence approach, we should say that by competences we mean knowledge, skills and ability to apply them in various situations [17].
The specifics of forming professional competences in the process of learning a foreign language by technical university students lies in the fact that language acts as a means and a base for forming universal and professional competences [15].
The effectiveness and success of professional activity is not possible without the formed foreign language competence. Therefore, we will take into account the importance of modernizing the content of educational material and applying innovative approaches in linguodidactics and modern pedagogical technologies, such as project activities of technical university students, cognitive-communicative technologies, principles of problem-based learning and activation of technical university students' independent cognitive activity. Based on today's realities, a specialist needs not only to know a foreign language, but also to solve tasks in the multilingual space of intercultural, business and professional communication [16].
Mastery of foreign language competence has become an obligatory criterion for any qualified professional activity. The pragmatic approach in language education also determines the choice of language educational model. Depending on the learning objectives there are the following language learning models: the educational-informational model, which is based on cultural, aesthetic, sociocultural theories of linguistic education; the practical-utilitarian model, which is based on the cognitive-activational theory of linguistic education [8].
At the present stage in linguodidactics significant changes are observed in the parameters of assessing the result and effectiveness of the learning process. In accordance with the competence approach and its result-target component, the notion of technical university students' competence comes to the fore. We believe that competence is a general ability based on the knowledge, experience, values, aptitudes of the individual, which are acquired in the process of learning. Competence is not reduced separately either to knowledge or to skills. In addition, it is necessary to distinguish between competence and skill. Competence is a characteristic that can be extracted from observations of actions or skills [18].
The concept "competence" can be defined as an ability to establish a strong connection between gained knowledge and a situation or as an ability to discover knowledge and action suitable for a problem solving. It should be noted that the term "competence" has a number of significant merits. It expresses in one word the meaning of the traditional set such as knowledge, skills and possession which serves as a link between its components. Competence is the ability to choose the most optimal solution among a variety of solutions, to reasonably refute false solutions, to question ineffective solutions - in a word, to have critical thinking. Competence implies a constant updating of knowledge, possession of new information to solve problems at a given time and under given conditions. In other words, by competence we mean the ability to perform an activity effectively. Competence includes both content (knowledge) and process (skill) components. In other words, a competent person should not only understand the essence of a problem, but also be able to solve it practically, i.e. have a knowledge plus ability method of solution. And depending on concrete conditions of a problem solving, a technical university student can apply this or that method which is most suitable to these conditions. Method variability is the third important quality of competence, along with knowledge mobility and critical thinking [7].
An important element in the formation of foreign language competence of a technical university student is the teacher's ability to create an atmosphere for lively communication and constructive debate in the classroom. Technical university students acquire sustainable communicative skills only when they have an opportunity to use them in communication with others. Therefore effective techniques must be designed and used in the class to develop communication skills in groups of technical students as well as they may use other resources in their activity, including online Internet resources, to improve communication competence outside the classroom [12].
Technical university students learn a foreign language more easily when they are highly motivated and have can use their communicayion skills and knowledge in a language environment they understand. From this point of view textual material is a powerful tool for realizing such an opportunity as competence forming. It should be mentioned that the more often technical university students communicate in the language they hear or read, the more successful they will be in acquiring foreign language competence. Group discussions, project activity, and debates are effective and modern methods of teaching a foreign language for professional purposes. During the preparatory stage, technical university students learn how to formulate questions, develop a strategy for responding to questions, and improve their rhetorical and logical skills by applying and developing the communicative competencies they have learned. Thus, during debates technical university students have an opportunity to demonstrate both linguistic and professional competence. When forming a technical university student foreign language competence, class and extracurricular activity should be combined with online activity. In the Western literature, such training is called blended learning and is becoming increasingly common, especially in language teaching for special purposes. Among the most common methods of teaching English for special purposes we can distinguish the following: presentations in the English language, the content of which highlights professionally significant issues and problems; brainstorming and discussions in the target language aimed at finding solutions to professionally theoretical and practical significant problems; business games and role-playing in the target language, dedicated to professional issues and unfolding in professionally significant situations; case studies, such as methods of deep analysis of practical professional tasks and problems in order to find their best practical solution; project-based learning activities, such as performance of extra-linguistic professionally oriented project tasks by means of the English language, which development has a long study, time it can be a year or even more [8]; searching for professional information both in text and mostly electronic resources to perform various professionally directed creative tasks.
Conclusions. In the formation of a technical university students' foreign language competence in the context of technical university students' language education it is necessary to create an educational environment adequate to the time needs, which would increase the effectiveness of foreign language teaching. Taking into account the above-mentioned principles, this will be facilitated by the following factors: increasing the degree of student autonomy; rational use of class time and independent activity; the students individual characteristics consideration; teaching methods diversity; increasing the learning material amount; learning interactivity; unlimited access to educational information. Under such conditions the educational opportunities are significantly expanded, as well as the efficiency of a modern competent specialist training process increases.
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Педагогика
УДК 37
кандидат психологических наук, доцент кафедры психологии Магомедханова Умагани Шамхаловна
ФГБОУ ВО «Дагестанский государственный педагогический университет» (г. Махачкала); кандидат педагогических наук, доцент кафедры психологии Курбанова Алина Балаэфендиевна ФГБОУ ВО «Дагестанский государственный педагогический университет» (г. Махачкала); старший преподаватель кафедры иностранных языков Местоева Елена Алихановна
ФГБОУ ВО «Ингушский государственный университет» (г. Магас)
ИСПОЛЬЗОВАНИЕ СОВРЕМЕННЫХ КОМПЬЮТЕРНЫХ ТЕХНОЛОГИЙ КАК СРЕДСТВА ИНДИВИДУАЛИЗАЦИИ НА УРОКАХ В НАЧАЛЬНОЙ ШКОЛЕ
Аннотация. В статье изучен процесс использования современных компьютерных технологий как средства индивидуализации на уроках в начальной школе. Сделан вывод о том, что организация наиболее эффективного принципа индивидуализации на базе начальной школы достигается за счет организации разработки большого количества программ обучения, трансформации используемых форм учебной деятельности, повышения квалификации педагогов в области разработки индивидуального плана обучения каждого ребенка, организации подходящей обучающей среды, которая будет включать в себя современные компьютерные технологии, позволяющие организовывать деятельность ребенка как на базе образовательного учреждения, так и в домашних условиях.
Ключевые слова: компьютерные технологии, индивидуализация обучения, урок, начальная школа, младший школьник.
Annotation. The article examines the process of using modern computer technologies as a means of individualization in the classroom in primary school. It is concluded that the organization of the most effective principle of individualization on the basis of an elementary school is achieved by organizing the development of a large number of training programs, transforming the forms of educational activity used, improving the qualifications of teachers in developing an individual learning plan for each child, organizing a suitable learning environment that will include modern computer technologies that allow organizing the activities of the child both on the basis of an educational institution and at home.
Keywords: computer technology, individualization of teaching, lesson, primary school, junior schoolchild.
Введение. В психолого-педагогических исследованиях проблемы индивидуализации обучения выступают в качестве ключевых и традиционных, однако, даже несмотря на то, что ее изучению посвящены многие исследования, она по-прежнему является неразрешенной, что приводит к тому, что невозможно достичь достаточного успеха для обучения всех обучающихся массовой общеобразовательной школы.
Изложение основного материала статьи. Воспитательный и образовательный процессы должны быть организованы таким образом, чтобы вся их структура опиралась на индивидуальность, из-за чего особое внимание следует уделять использованию индивидуального подхода к каждому обучающемуся. Под индивидуальным подходом следует понимать такое использование форм и методов обучения и педагогического воздействия, которые соответствуют индивидуальным особенностям ученика. Использование данного подхода позволит наиболее эффективно проводить развитие познавательного интереса обучающегося, что напрямую влияет на прогресс развития способностей каждого ребенка. Индивидуальный подход должен применяться с первых дней поступления ребенка на базу общеобразовательного учреждения [4].
Однако, использование только индивидуального подхода не может быть гарантом того, что обучающиеся будут активны на уроках, что свидетельствует о том, что для того, чтобы индивидуальный подход был реализован наиболее эффективно, необходимо, чтобы у обучающихся был сформирован необходимый уровень самостоятельности, активности и динамичности. То, насколько эффективно будет обучение ребенка, определяется уровнем развития индивидуальных потребностей к усвоению и применению знаний ребенка, в структуру которых можно отнести достаточный уровень развития умственной выносливости, работоспособности, наличие сформированных гибких процессов мышления.
Организация индивидуализации обучения на базе начального образования подразумевает то, что с его использованием возможно не только определение основных недостатков в подготовке ребенка к обучению в школе, но также позволяет оценить особенности психофизиологии ребенка, что, в свою очередь, позволяет выстроить процесс обучения наиболее эффективно. Наибольшим потенциалом в раскрытии и совершенствовании индивидуальности младшего школьника обладает процесс, при котором происходит овладение школьниками знаний из области основ различных наук [4].
Организация индивидуализации образования и воспитания у детей индивидуальности на сегодняшний день представляет собой наиболее приоритетную идею, благодаря которой возможно наиболее эффективно решать задачи, направленные на формирование у ребенка собственного мнения и позиции, что в дальнейшем позволит ему стать гражданином, обладающим сознательностью и ответственностью. В качестве внешней стороны процесса индивидуализации понимают адаптацию содержания учебного процесса, применяемых форм к тому, какими индивидуальными особенностями обладает конкретный обучающийся, что позволит оказать поддержку ребенка и привести его к индивидуализации. Под внутренней стороной, в свою очередь, понимают то, что обучающегося направляют на то, чтобы он смог реализовать свои индивидуальные устремления, выработать собственные жизненные стратегии, что позволит ему осознанно использовать свои силы для достижения всех поставленных целей [1].
Различные педагоги-исследователи под индивидуализацией понимают систему (А.А. Кирсанов), принцип (Н.Н. Гордеева, Н.А. Завалко), процесс (Н.Ф. Гейжан), стратегию (С.В. Кораблева), педагогическую категорию (Н.В. Асташкина), процесс учета особенностей учащихся (И.Э. Унт).
В результате проведения анализа различных подходов к определению понятия «индивидуализация педагогического процесса на базе начального образования», мы формулируем общее понятие: индивидуализация образовательной деятельности в начальной школе представляет собой организацию образовательной деятельности в соответствии с требованиями образовательных программ для начальной школы с учетом индивидуальных особенностей обучающихся, которые позволяют создать наиболее оптимальные условия для того, чтобы максимально раскрыть потенциальные возможности каждого ребенка [5].
