Vol 3, No 3 (2022)
- Year: 2022
- Articles: 6
- URL: https://fler.press/fler/issue/view/558
- DOI: https://doi.org/10.35213/2686-7516-2022-3-3
Articles
Acute supervision matters of student’s independent work
Abstract
Searching new effective ways in teaching-learning educational policy modern school and university revise and redraft the educational programmes and curricula on a regular basis. The great amount of study time is devoted to the student’s independent work as it is considered to be an essential part in current-day teaching/learning process. Though, neither the management procedures nor practices have found a settlement. The article discusses the acute patterns of the traditional teaching-learning system of a foreign language and determines the main points in the effective guidance algorithm of the student’s independent work provided with the scientific approach to the class assignment.
3-12
Educational project "Seasons in works of art" with children of senior preschool age
Abstract
From birth, the child is the discoverer of the world that surrounds him. But independently, a preschooler still cannot find answers to all his questions – teachers help him. At the preschool, educators use methods of problem-based learning: questions that develop logical thinking, modeling of problem situations, experimental research activities, etc.
The development and implementation of the cognitive – speech project will teach children to comprehend the acquired knowledge and use it in independent creative activity. It will expand children's knowledge of art, arouse a desire to visit exhibitions, museums, cultural events. It will develop inquisitiveness, curiosity, and the desire to live in active interaction with nature in children. It will allow you to more freely and easily own the material of the topic stated in the name of the project. Will introduce children to famous artists and their paintings such as: I.I. Shishkina "The First Snow", "Landscape with lake", "Rye"; I. I. Levitan. "Golden Autumn", "Blooming apple trees", "Spring. Big water", "Overgrown pond"; Savrasov A. K. "Rooks have arrived", "Winter"; poets and their poems: Pushkin A.S. "Winter morning", "sad time", Fet A.A. "Wonderful picture", "I came to you with the dawn", Tyutchev F. I. "Spring waters" "There is in the original autumn", Yesenin S. A. "white birch", "Blue May"; composer Tchaikovsky P. I. and his work "Seasons".
We assume that the active involvement of children in joint project activities will contribute to the development of creative abilities in children with ONR, will allow for more productive correction of their existing disorders.
Solving various cognitive-speech tasks together with adults and peers during the design process, children with speech underdevelopment motivatively enrich and activate their vocabulary, learn to speak publicly, communicate adequately with others.
The project method can go through all kinds of children's activities and encourages teachers to improve their professional and creative level, which affects the quality of the educational process. It encourages the active interaction of all pre-school specialists, parents of pupils and the organization of society.
It forms the ability of preschoolers to plan and independence in solving the problem, promotes the development of cognitive and creative activity. It is the project activity that allows you to unite teachers, children, parents, teach them to work in a team, cooperate, plan their work. Every child will be able to express, feel needed.
13-22
L2 education in the digital era: post-pandemic prospects
Abstract
This article considers the general rise in the digitalization of second language (L2) education in the world in general and in Russia in particular. A concrete study of the various novel game-changing digital products and solutions being offered on the L2 education market is made, followed by an analysis of their effectiveness and impact on this market. A special emphasis is made on the impact of the COVID-19 pandemic on the acceleration of the development and adoption of digital products and solutions in L2 education and training, together with the prospects for further advancements in the field. Further, an investigation is conducted on the increasingly complex requirements for linguistic skills among professionals working in various industries in the Russian Federation and across the world, and on how various economic structures have raised their demand for these competencies against the background of the rapid globalization of industry and commerce at large.
23-36
Future military engineers intellectual abilities development technology components
Abstract
The article describes the fact that future engineers intellectual abilities development may be effectively carried out with the help of communicative tasks founded on professional problem-based communicative situations in the English language for specific purposes. The interconnection between intellectual abilities development and studying or professional performance is highlighted and intellectual abilities development is considered to be impossible without any performance. The textbook «Professional English language» and communicative tasks founded on professional problem-based communicative situations are characterized as the main elements of the future military engineers intellectual abilities development technology. Future military engineers intellectual abilities are claimed to involve cognitive component, goal-orienting component and prognostic component. Enabling cadets to solve various professional challenges in cooperation with each other speaking or writing English is claimed to lead to intensive future military engineers intellectual abilities and their components development.
37-49
The increase of student talking time as a means to optimize speaking teaching
Abstract
The paper deals with some issues concerning optimization of speaking teaching, namely the impact of Student Talking Time on students’ mastering of such reproductive skill as speaking. Though methodological literature does not define the exact amount of STT and Teacher Talking Time and the correlation between the two, it is noted that the relation depends to a great degree in the level of a foreign language learning. Thus on the initial level it is quite obvious that TTT accounts for a larger portion of a lesson, including teacher’s explanations, pronunciation drilling, correction of mistakes, introduction of new words and grammar structures. In a group with A1 students it would be reasonable that a ration between TTT and STT corresponds to 50-50 %. In groups of A2-B2 students the amount of TTT should be about 30% with STT aiming at 70%. In advanced level groups (C1-2) a teacher should strive to the ration of 10% to 90% respectively. In addition, the amount of TTT also depends on a task or assignment and a form of a lesson.
Besides, another important factor, i.e. Student Waiting Time (SWT) should also be taken into consideration, by this we mean, the amount of time a student waits in a group for their turn to give an oral answer.
The paper presents some findings of an experiment which was conducted among 2 groups of 12 students at Samara branch of Moscow City Pedagogical University. The experiment was aimed at distinguishing the correlation between STT and SWT depending on an activity done at a lesson. It was proved that when students were asked to answer one question each their TT accounted for 12 minutes with SWT totaling at 11 minutes. When the students worked in groups of 3 and discussed 4 questions the STT increased up to 36 minutes and STW amounted at 9 minutes. When the students worked in pairs and were asked to discuss 6 question their STT was 36 minutes with SWT only 6 minutes, which showed that this form of work was the optimal.
The increase of STT and reduction of SWT stimulates the students rising their satisfaction from the lesson.
50-57
Improving the quality of listening training through the Singapore training structures method
Abstract
The article presents the experience of using the training structures of the Singapore method in listening. The necessity of their application in the educational process is substantiated, exercises are presented when performing basic level listening aimed at improving learning outcomes.
58-62