Preview

Tambov University Review. Series: Humanities

Advanced search

Psychological and pedagogical conditions for teaching foreign professional communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning

https://doi.org/10.20310/1810-0201-2019-24-181-43-54

Abstract

Content and language Integrated learning is one of the modern approaches to teaching a foreign language for professional communication to students of non-linguistic specialties. The implementation of the approach implies taking into account the specifics of each specific profile of training within the training direction when selecting the subject content of teaching a foreign language, as well as when choosing a system of exercises and assignments aimed at creating aspects of students' foreign-language professional communicative competence. The development of an appropriate teaching methodology will depend on the consideration of a number of psychological and pedagogical conditions, which are understood as a complex of interconnected possibilities of the educational environment aimed at quantitative or qualitative changes in personality characteristics. In the framework of this study, teaching foreign students professional communication in the “Technology for the production and processing of agricultural products” programme on the basis of an integrated content-language training model will be effective when taking into account the following psychological and pedagogical conditions: 1) motivation of students to study foreign language professional communication on the basis of an integrated content-learning model; 2) students have a foreign language level of B1 and above; 3) the competence of a foreign language teacher in a profile specialty; 4) taking into account the specifics of the learning profile when selecting the subject matter of teaching a foreign language for professional communication; 5) taking into account the specifics of professional activity in the development of a complex of educational communicative tasks. In this work, we substantiate and describe each of the conditions in detail.

About the Author

Y. V. Tokmakova
Voronezh State Agrarian University named after Emperor Peter the Great
Russian Federation

Yuliya V. Tokmakova, Senior Lecturer of Russian and Foreign Languages Department

1, Michurina St., Voronezh 394087



References

1. Marsh D. Content and Language Integrated Learning: The European Dimension – Actions, Trends and Foresight Potential. Cambridge, Cambridge University Press, 2002.

2. Almazova N.I., Baranova T.A., Khalyapina L.P. Pedagogicheskiye podkhody i modeli integrirovannogo obucheniya inostrannym yazykam i professional’nym distsiplinam v zarubezhnoy i rossiyskoy lingvodidaktike [Pedagogical approaches and models of integrated foreign languages and professional disciplines teaching in foreign and Russian linguodidactics]. Yazyk i kul’tura – Language and Culture, 2017, no. 39, pp. 116-134. (In Russian).

3. Zavyalov V.V. Modeli obucheniya inostrannomu yazyku dlya professional’nykh tseley studentov nelingvisticheskikh napravleniy podgotovki [Models of teaching students of non-linguistic majors a foreign language for the professional purposes]. Derzhavinskiy forum – Derzhavin Forum, 2018, no. 6, pp. 175-184. (In Russian).

4. Popova N.V., Kogan M.S., Vdovina E.K. Predmetno-yazykovoye integrirovannoye obucheniye (CLIL) kak metodologiya aktualizatsii mezhdistsiplinarnykh svyazey v tekhnicheskom vuze [Content and Language Integrated Learning (CLIL) as actualization methodology of interdisciplinary links in technical university]. Vestnik Tambovskogo universiteta. Seriya Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 173, pp. 29-42. DOI 10.20310/1810-0201-2018-23-173-29-42 (In Russian).

5. Asmolov A.G. Motivatsiya [Motivation]. Kratkiy psikhologicheskiy slovar’ [Brief Psychological Dictionary]. Moscow, Politizdat Publ., 1985, pp. 190-191. (In Russian).

6. Zimnyaya I.A. Pedagogicheskaya psikhologiya [Pedagogical Psychology]. Rostov-on-Don, Fhoenix Publ., 1997, 480 p. (In Russian).

7. Verbitskiy A.A. Lichnostnyy i kompetentnostnyy podkhody v obrazovanii: problemy integratsii [Personal and Competency-Based Approaches in Education: Problems of Integration]. Moscow, Logos Publ., 2009, 339 p. (In Russian).

8. Sysoyev P.V., Amerkhanova O.O. Obucheniye pis’mennomu nauchnomu diskursu aspirantov na osnove tandem-metoda [Teaching graduate students research discourse via tandem-method]. Yazyk i kul’tura – Language and Culture, 2016, no. 4 (36), pp. 149-169. (In Russian).

9. Sysoyev P.V., Amerkhanova O.O. Vliyaniye tandem-metoda na ovladeniye as-pirantami inoyazychnym pis’mennym nauchnym diskursom [Influence of the tandem method on mastering post-graduate students in written scientific discourse]. Yazyk i kul’tura – Language and Culture, 2017, no. 40, pp. 276-288. (In Russian).

10. Stepanova M.M. Obucheniye delovomu angliyskomu yazyku v magistrature nelingvisticheskogo vuza [Teaching business English in master’s degree program of non-linguistic university]. Materialy 39 Mezhdunarodnoy filologicheskoy konferentsii «Delovoy inostrannyy yazyk» [Proceedings of the 39th International Philological Conference “Business Foreign Language”]. St. Petersburg, 2010, vol. 4, pp. 51-54. (In Russian).

11. Popova N.V., Stepanova M.M. Mezhdistsiplinarnyy podkhod k prepodavaniyu inostrannogo yazyka v neprofil’noy magistrature [Interdisciplinary approach to teaching foreign language in non-profile master’s degree program]. Materialy 2 Mezhdunarodnoy nauchnoy konferentsii «Aktual’nyye problemy nauki i obrazovaniya» [Proceedings of the 2nd International Scientific Conference “Current Problems of Science and Education”]. Stavropol, 2010, pp. 76-81. (In Russian).

12. Shchukin A.N. Obucheniye inostrannym yazykam. Teoriya i praktika [Teaching Foreign Languages. Theory and Practice]. Moscow, Filomatis Publ., 2004. (In Russian).

13. Sysoyev P.V., Zavyalov V.V. Osobennosti otbora soderzhaniya obucheniya pis’mennoy rechi studentov napravleniya podgotovki «Yurisprudentsiya» [Features of English language course content selection for law students for development of writing skills]. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya – Bulletin of Moscow University. Series 19: Linguistics and Intercultural Communication, 2019, no. 1, pp. 62-72. (In Russian).

14. Zavyalov V.V. Osobennosti otbora predmetnoy storony soderzhaniya obucheniya angliyskomu yazyku studentov napravleniya podgotovki «Yurispru-dentsiya» [Selection features of the subject side of the content of English teaching to students of “Jurisprudence” programme]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 177, pp. 30-38. DOI 10.20310/1810-0201-2018-23-177-30-38 (In Russian).

15. Maksaev A.A. Proyektirovaniye predmetnogo soderzhaniya uchebnykh programm po inostrannomu yazyku studentov vuzov muzykal’nogo profilya [Content design of foreign language academic programmes for students at the musical universities]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2019, vol. 24, no. 179, pp. 58-68. DOI 10.20310/1810-0201-2019-24-179-58-68 (In Russian).

16. Kapranchikova K.V. Osobennosti otbora predmetnogo soderzhaniya obucheniya inostrannomu yazyku v agrarnom vuze [Features of the selection of the subject content of teaching a foreign language in the agrarian university]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 176, pp. 46-55. DOI 10.20310/1810-0201-2018-23-176-46-55 (In Russian).

17. Solomatina A.G. Obucheniye inostrannomu yazyku dlya professional’nykh tseley na osnove modeli integrirovannogo predmetno-yazykovogo obucheniya v agrarnom vuze [Teaching a foreign language for professional purposes course on the basis of the model of content and language integrated learning in an agricultural institution]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, no. 173, pp. 49-57. DOI 10.20310/1810-0201-2018-23-173-49-57 (In Russian).

18. Galskova N.D., Gez N.I. Teoriya obucheniya inostrannym yazykam. Lingvodidaktika i metodika [Theory of Teaching Foreign Languages. Linguodidactics and Methods]. Moscow, Academia Publ., 2006, 334 p. (In Russian).

19. Shatilov S.F. Metodika obucheniya nemetskomu yazyku v sredney shkole [Methods of Teaching German Language in Secondary School]. Moscow, Prosveshchenie Publ., 1986. (In Russian).

20. Khutorskoy A.V. Klyuchevyye kompetentnosti kak komponent lichnostno-oriyentirovannogo obrazovaniya [Key competencies as a component of personality-oriented education]. Narodnoye obrazovaniye – National Education, 2003, no. 2, pp. 58-64. (In Russian).


Review

For citations:


Tokmakova Y.V. Psychological and pedagogical conditions for teaching foreign professional communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. Tambov University Review. Series: Humanities. 2019;24(181):43-54. (In Russ.) https://doi.org/10.20310/1810-0201-2019-24-181-43-54

Views: 20


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


ISSN 1810-0201 (Print)
ISSN 2782-5825 (Online)