Language Mediation Development in Teaching a Foreign Language

The article discusses the issues of creating software and tools for managing the processes of training specialists in an intellectual educational environment. The complex of tools is being developed as part of a hyper-converged computing ecosystem to support open personalized learning technologies and is designed to customize and adaptively update educational programs and content, taking into account the requirements of federal standards and regional labor markets. At the first stage, the tools solve the problems of searching, collecting, consolidating and intelligent analysis of requirements for specialists extracted from open sources on the Internet, such as sections with employers’ vacancies on the websites of enterprises, recruitment agencies, labor exchanges, message boards, forums, chats, groups of social networks and messengers. At the next stage, the process of adaptive adjustment and synchronization of educational programs is implemented, taking into account the consolidated information and predicted data on the required competencies in the short and medium term in a given region. Setting up the educational process in an open information environment occurs during the evolutionary transition to a convergent learning model, continuous updating of educational programs and content, personalization of training trajectories. The convergent model determines the convergence of educational programs and content for different specialties in accordance with the digitalization processes of all spheres of human life, which is reflected in the requirements for competencies in professional and educational standards, as well as on the part of employers. The processes of actualization and personalization make it possible to increase the efficiency and quality of training specialists by reducing the risks of obtaining a low-quality and morally obsolete education. The architecture of the adaptive management system of the educational environment includes the following components: a) Learning Management System (LMS), b) Education Content Management System (ECMS), c) Learning Activity Management System (LAMS), d) tools for searching, collecting and analyzing employers’ requirements, e) cloud storage of educational content.

Introduction. The component structure of the content of modern foreign language education involves the inclusion of the emotionally-valuable component (EVC), the main purpose of which is the formation of students’ axiological attitude to educational material and the world around them; the acquisition of individual system of national and universal values. The process of implementing the EVC of the content of foreign language education involves the construction of its models at all levels of school foreign language education. The aim of this article is to present the invariant of the model which enables to make a selection of foreign texts of emotionally-valuable contents at the junior stage of foreign language education. Methodology and research methods. The methods of theoretical analysis (systemic-structural, organizational, functional, comparative, typological) were used in order to define basic theoretical and methodological concepts of the research. When projecting the model of the EVC of the content of foreign language education, adapted to the conditions of teaching foreign languages in elementary school, methods of designing and modelling were used. Scientific novelty and results. In the article the subcomponent structure of the EVC of the content of foreign language education is presented. It was proved that all the system subcomponents of the EVC are functional, and each of them has its own special role in elementary foreign language education. The concept of a foreign language text of emotionally-valuable contents is proposed. The choice of the form of such texts, and also the selection of an emotionally-valuable technique of work with, including conditions, means and methods, allowed us to design the invariant of the model of the EVC of the content of elementary foreign language education. Practical significance. The research materials can be useful in implementing scientifically-based selection of speech material within the discipline “Foreign Language” and the development of adequate techniques of working with texts of emotionally-valuable contents in primary school.

Introduction.The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-val- uable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.Theaimof this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods.As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment - the content-analysis of the current English- language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty.It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emoti- onally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The content- analysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance.The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.

The process of teaching university lecturers foreign language professional discourse is shown, the aim and objectives of education are defined, and the importance of choosing proper educational content is specified. The significance of professional knowledge as to its capability to form lecturer's professional language competence in accordance with the modern state of scientific knowledge is proven. The necessity of taking into account specifics of lecturer's professional activities and including professional knowledge in the educational content is proven, and its components are defined. The principles which form the model of teaching university lecturers in the context of profession-oriented educational process, and the competency-based, cognitive, and student-centered approaches, are examined in detail. The components of educational content in teaching foreign languages are stated, representing the basis of foreign language education, centering on professional activity. Currently many Russian universities in an attempt to internationalize face the problem of high-quality education and right selection of academic staff, who can speak English at the required level. This situation is determined by the necessity of linguistic support of the education process (lectures in foreign languages, training international students) and research work (searching and studying sources in foreign languages, cooperation with foreign researchers etc.). Non-languages faculties of Russian universities are experiencing the lack of specialists, who have the required level of English (developing and presenting lecture courses, work programs, evaluation methods, laboratory works). So the whole range of the problems forms the relevance of the study. As the primary research method experienced teachers training is used.

Education has always been structured in accordance with the progress of science and technology, alongside the development of society. Similarly, the improvement of educational content, the renewal of teaching methods, the use of instructional technologies and visual aids have constantly remained in focus, ultimately leading to the alignment of the teaching-upbringing process with the demands of society. At the dawn of the 21st century, the Republic of Azerbaijan emerged as an independent state, and through its independent, sovereign state policy, it achieved modern development in the field of education, as in all other areas. Over the years of independence, Azerbaijan has rapidly advanced across various domains and has become one of the leading countries in the world. As we know, education on its own encompasses a broad scope and multiple directions. This research will focus specifically on the modernization of general education and its contemporary developmental characteristics. The modern development of general education in the Republic of Azerbaijan has already started yielding results. Integration with global educational practices has further expanded its reach. Measures taken during this period have already borne fruit. During the years of independence, a number of studies have addressed various challenges in education and the teaching-upbringing process and research in this direction continues. The rapid advancement of science, technology and particularly computer technologies has created conditions for individuals to improve and develop themselves. Consequently, not only ICT but also new teaching methods have emerged as a necessity of the era. The development of the education system and the renewal of its content have also led to changes and enhancements in teaching methods. The decrees, decisions and reforms adopted in the field of education in our country not only ensure development but also facilitate renewal. For this reason, it would be more appropriate to describe this process as "modern development". One of the key factors determining the relevance of education in our country is precisely the process of renewal. As noted in the article, a teaching method refers to the joint activity of teacher and student aimed at achieving specific goals in the learning process, and includes the means and approaches for guiding this activity effectively. A teaching method is a complex, multifaceted process. The aims, content, principles, regularities and forms of instruction are all reflected in the teaching method. As a complex and multifaceted concept, it fulfills important functions. New instructional technologies prioritize the intellectual and moral development of students, enabling their active participation in learning and allowing them to express their ideas clearly and logically. Teaching methods represent a powerful factor ensuring the efficiency of the instructional process. The changes occurring in society and in the content of education also lead to the renewal of teaching strategies. Concepts such as interactive and active learning and pedagogical technologies, which are now a reality, have become increasingly relevant. Problem-based instructional technologies, unlike traditional ones, are not based on delivering ready-made information to pupils. Instead, they aim at the independent acquisition of scientific knowledge. This approach is grounded in presenting a problem and seeking solutions for it. Problem-based learning follows its own distinct methodology. In interactive learning, every pupil is given the opportunity to voice their own ideas and perspectives. Even the weakest students are engaged in the learning process and participate in discussions. This fosters a culture of listening and respectful attention to peers' ideas. However, this does not mean that the teacher's role is diminished in interactive lessons. On the contrary, preparing and managing such lessons requires significant effort, dedication, professionalism and creativity from the teacher.

The article is devoted to the topic of school professional competence formation in future foreign language teachers, who in short period of time will come to work with children in the New Ukrainian School. The main idea of the research is to analyze the modern scientific concepts conceptual aspects of future training teachers made by domestic and foreign scientists. Theoretical and methodological foundations of professional education of New Ukrainian School teachers, the features of their professional training and formation of foreign language competence are presented by the authors of this article too. Professional competence future teachers of the New Ukrainian School is defined as an integrative value and personal-professional trait based on special knowledge and skills, the teacher’s responsible attitude to professional communication activity, his\her awareness of its motives. It provides the ability of the individual to the implementation of adequate foreign language, intercultural communication in various forms. The basic components of the structure of this phenomenon are as: motivational (value and professionally important personal qualities); language (a set of formed foreign language knowledge as a means of activating consciousness and verbal expression of thought and speech in a foreign language); speech (formation of foreign language skills - cognitive actions aimed at solving communicative tasks that require deep knowledge foreign language). The integration of multi-subject knowledge in primary general education is especially relevant, since younger schoolchildren do not have a fragmented perception of the objects of the surrounding world, but a holistic one. Integration as a phenomenon of fundamental sciences is the opposite of differentiation. Differentiation is the separation, dismemberment of something into separate separate objects, and integration is the unification of something into a single whole. In Ukraine, in the draft of the New State Standard of Primary Education, developed in accordance with the Law of Ukraine «On Education», the Law of Ukraine «On General Secondary Education», it is emphasized that on the basis of the basic curriculum it is possible to carry out full or partial integration of various educational fields, which should be reflected in the educational program and curriculum of the general primary education institution. The content of primary education is developed on the basis of a competence approach: not knowledge for the sake of knowledge, but the ability to apply it in real life. Competences are also an integrated result of the educational activity of students and they are formed primarily on the basis of mastering the integral content of primary education.

Recently, there has been tremendous development in education contents for foreign language learning. Based on these trends, IT has provided educational contents development using e-learning and broadcast media. But conventional educational contents are non-interactive presents an impediment to provide user's specific service. To develop a user friendly language education tool, we propose an intelligent learning tool based on user's eye movement and brain waves. By analyzing these features, the proposed system detects if the given word is known or unknown to the user while learning a foreign language. Then it searches its meaning and provides a vocabulary list of unknown words to users in real time. The proposed model provides a tool which enables self-directed learning. We assume that the proposed system can improve users' learning achievements and satisfaction.

this article examines the phenomenon of socio-cultural conditionality of updating the content of school education in Russia. Socio-cultural factors of updating the content of education have been identified on the basis of theoretical analysis and generalization of scientific and educational research results and evidence of educational practice. The author shows the relationship between selected factors – the development of society, the state policy in the field of education, development of culture and science, development of pedagogical science and practice – and the specificity of their influence on the formation and implementation of the content of school education.

The purpose of this article is to present an invariant of the basic model of the emotionally-valuable component (EVC) of the content of school foreign language (FL) education for its second stage (forms 5-7). Methods of theoretical analysis (systemic-structural, organizational, functional, comparative, typological) as well as designing and modelling were used. The basic model of the EVC of the content of school FL education is presented. Then it is adapted to the conditions of teaching FL at the middle stage of a comprehensive school. It allows to implement the EVC of the content of FL education at this stage and make another step in a pupil’s formation as a multicultural linguistic personality.

This article examines the changes in the content of education in the leading countries in the field of education, as well as in RA. The article discusses key success factors and competencies underlying the educational content of several countries. It presents the general trends of educational developments and reforms in the world in the 21st century.It explains the concept of competence, the necessity of transition to competent education according to the requirements of the state standard of RA general education. The material interpreters8 key general education competencies of the new state standard of general education of RA, on the basis of which the content of education is built.

Theoretical analysis of the problem showed that one of the priorities of the strategic development of Ukraine is the integration of our state into the European Community. According to the perspective Development Program, which is designed for ten years, Ukraine must harmonize and bring its socio-economic institutions closer to the standards of the EU countries and make them meet European requirements. The priorities of European education are to provide the young generation with professional knowledge and practical skills to adapt to life and study in different European countries, to be mobile, socially capable, capable of communication and protection of their rights. Forms and methods of introducing knowledge in higher education at the present stage are of particular importance. It is today that the progress of society determines a new attitude to methods, means and forms of education. Currently, information and communication technologies, new interactive forms of education play a leading role. The article analyzes the requirements for teaching methods for undergraduate students of higher education. The most successful and modern methods of education and development are identified. The article emphasizes that at the current stage of updating the content of higher education, the most demanded skills that should be formed and developed in students are soft skills. In accordance with the characteristics of modern students, the updated arsenal of teaching and development methods will be represented by innovative teaching and development methods, in particular interactive and active ones. The conclusions drawn emphasize the use of precisely those teaching methods that will promote active thinking of students and support their motivation to study. The purpose of the study is to characterize the main methods of teaching and development in higher education institutions regarding the formation of professional, specialized skills and abilities and the development of soft skills in bachelors of physical education and sports. The scientific novelty of the study lies in the presentation of the strengths of soft skills in combination with teaching and development methods in higher education.

Uspostavljanje modela filmske edukacije u srednjoj školi

Introduction: the development of business dispute competence is aimed at achievement of the educational results connected with acquisition of personal experience in the types of activities the people are mastering in. Personal experience makes an obligatory component of any kind of competence of an employee. The process of competence formation of this kind is connected with the solution of a number of problems: the specification of content of foreign-language education, the development of special technologies, the choice of training methods, classroom activities aimed at formation, development and improvement of such a competence.Materials and methods: within the framework of conducted research general scientific methods of knowledge and also special methods of a research were usedResults: the cross-cultural business environment in contents of the educational program of optional foreign-language education "Business English" is described ("Business Result Upper-Intermediate", "Business Benchmark Upper-Intermediate"). The grounds for cross-cultural business dispute competence formation for businessmen in foreign-language education in business English are defined. Technological blocks of a cross-cultural business dispute competence formation for businessmen are described in detail in the didactic module "Business Foreign-language Mediation” in the course of business English for businessmen and entrepreneurs.Discussion and conclusions: the content of special didactic module "Business Foreign-language Mediation" is designed on the basis of the conducted theoretical and practical research, the author’s personal experience in teaching a foreign language under different didactic and methodical conditions. It is actively used in the system of further foreign-language education, in the system of professional development, it provides positive results, trains businessmen for particular economic activity taking into account the features of the partner country, peculiarities of culture and mentality of business partners.

This study attempted to examine the characteristics of current high school Chinese textbooks by comparing and analyzing the educational content of 11 Chinese textbooks by linguistic element. Specifically, the 11 textbooks were compared based on their educational contents on linguistic elements such as phonetics, vocabulary, grammar, Chinese characters and culture, and organized by their unique characteristics. With respect to vocabulary education in particular, the percentage of basic vocabulary in the 11 textbooks varied from 64% to 86%, but, in general, all textbooks included more than two-thirds of basic vocabulary. Additionally, they utilized various teaching methods to teach vocabulary, and actively used real-life activities or games that piqued students’ interest. With respect to grammar education, they generally all covered the contents suggested in the 2015 revised curriculum, but there was a lack of diversity in teaching and learning methods and the need to plan new teaching methods that would keep students engaged. Lastly, some textbooks introduced the Chinese language and China in general in relation to linked subjects; these connections can help students to develop a deeper and broader understanding of China and the Chinese language and is in line with the goal of fostering creative convergence talents outlined in the 2015 revised curriculum. Moving forward, various teaching and learning methods should be designed to keep students interested and engaged in China and learning the Chinese language.

BACKGROUND:Sufficient interaction between the trainers and the trainees in medical education is always one of the biggest challenges for an educational system. This study was designed to evaluate the effect of virtual interactions within the educational content of stroke on the effectiveness of teaching for general medicine students during COVID-19 crisis.MATERIALS AND METHODS:Eight medical students applying for stroke education were divided into two groups by simple random sampling (Rafsanjan Medical School, 2020). The first group participated in an online classroom via the Adobe Connect platform without virtual interaction. The second group used a video presentation containing interaction scenarios. The effectiveness evaluation of each type of educational content was done by comparison of the final exam scores and the results of an electronic satisfaction questionnaire in each group. Finally, using SPSS software version 18, the data were analyzed with independent samples t-test.RESULTS:This study showed that the mean of the examination scores of the interactive virtual content group (6.14 ± 1.46) was significantly higher than the online class group (4.50 ± 1.50) (P < 0.001), and also the results of satisfaction assessment showed that this group was more satisfied with their educational content (P = 0.005).CONCLUSION:Evaluation of the virtual stroke training effectiveness for general medical students shows that the educational approach of video with virtual interactions is an effective learning method in medical topics and can be considered as an efficacious educational model in online teaching.