THE ROLE OF EDUCATIONAL TECHNOLOGIES IN THE PROCESS OF PROFESSIONALLY-ORIENTED FOREIGN LANGUAGES TEACHING
DOI:
https://doi.org/10.24919/2313-2094.7/39.140936Keywords:
productive educational activities, non-linguistic specialties, educational technologies, educational process, professional communicative competence, independent activity, natural language environmentAbstract
MAKSIMUK Larysa – Candidate of Pedagogical Sciences, Associate Professor of the Foreign Languages Department, Brest State University named after A.S. Pushkin, bvd. Kosmonavtov, 21, Brest, 224016, Belarus (flk@brsu.brest.by)
ORCID: https://orcid.org/0000-0002-8163-0842
ResearcherID: http://www.researcherid.com/rid/K-9760-2018
LEVONYUK Lilia – senior lecturer of the Foreign Languages Department, Brest State University named after A.S. Pushkin, bvd. Kosmonavtov, 21, Brest, 224016, Belarus (flk@ brsu.brest.by)
ORCID: https://orcid.org/0000-0002-1560-2747
ResearcherID: http://www.researcherid.com/rid/K-4500-2018
DOI: https://doi.org/10.24919/2313-2094.7/39.140936
To cite this article: Maksimuk, L., & Levonyuk, L. (2018). The role of educational technologies in the process of professionally-oriented foreign languages teaching. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 185‒199. doi: 10.24919/2313-2094.7/39.140936 [in English].
Article history
Received: 25 March 2018
Received in revised form: 15 May 2018
Accepted: 10 July 2018
Available online: 12 September 2018
Abstract. The article is dedicated to the issues of organization of productive educational activities in foreign language teaching at non-linguistic specialties of the university with the purpose of more successful development of students’ professional foreign language communication skills and ultimate improvement of the quality of foreign language training of future specialists.
It is pointed out that the improvement of the pedagogical process and its components is directly connected with the innovative activity of the teacher. One of the most important components of pedagogical process is educational technology as a system of forms, methods and means of instruction that ensure the most effective achievement of the goals set. As the article shows the use of effective educational technologies, the integration of educational process and scientific activities and the involvement of students in it, the individualization of education and upbringing, the continuous self-development and self-realization of students in educational process are the basis for ensuring a perfect quality of higher education. The article focuses on the use of different innovative educational technologies and methods in the process of foreign languages teaching, namely: communicative method, role-play game and project technologies as well as computer multimedia programs. The main object of communicative method is speech itself, that is, this technique first of all teaches students to communicate in everyday situations as well as in the situations connected with their future professional activity.
A role-play game contributes not only to the formation of a professional communicative competence in a foreign language of future specialists, but also fulfills the educational function of uniting a student group. Project technologies, as the practical application proves, play an important role in the organization of independent student learning activities, since joint work on the project leads to the transfer of knowledge, stimulates independent productive activity, identifies and develops the creative abilities of each student. And, finally, the use of computer multimedia programs, gives the possibility to create a natural language environment during foreign language classes and, thereby, carry out successfully productive training of foreign language speech activity.
Thus, the practical application of the results of the conducted research allows making a conclusion that purposeful and systematic use of innovative pedagogical technologies in the educational process helps to form the basic structural components of students’ speech activity in a foreign language.
Acknowledgments. Sincere thanks to pedagogical staff at the Foreign Languages Department of Brest State University named after A.S. Pushkin.
Funding. The author received no financial support for the research and publication of this article.
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