Factors of reduction in efficiency of teaching foreign languages and ways to avoid them

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The article presents the results of an audit of the corporate students’ needs in professional communication skills in foreign languages, viz. English. Conducted in 2017 and 2022 in Krasnodar among employees of five commercial organizations and a state university, the study was aimed at identifying factors of reduction in efficiency of teaching foreign languages in Russia (stop factors), as well as finding ways to avoid them (push factors). Data analysis revealed an obvious pragmatic gap between the process of learning a foreign (English) language by respondents at the school or university stage and the outcome of such learning in terms of their inability to apply gained knowledge and skills to various communicative situations at workplace. Conclusion was made that the ‘traditional’ language education policy in Russia requires immediate modernization in accordance with international standards as well as incorporation of the best grading and assessment practices such as CEFR.

About the authors

Ilya E. Fedorov

FSBEI HE Kuban State Agrarian University

Author for correspondence.
Email: ilyaevgenjevich@gmail.com

MA in Linguistics, Senior Lecturer

Russian Federation, 350044, Russia, Krasnodar, Kalinina St. 13


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