SPECIFICS LANGUAGE TRAINING FOREIGN LISTENERS AT THE PREPARATORY FACULTY (DEPARTMENTS) HIGHER TRAINING INSTITUTIONS UKRAINE
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2015, Vol 104, Issue 1
Abstract
Revealed the need to optimize the actual problem of foreigners learning the language, requiring correlation existing programs Ukrainian / Russian language with the European competencies for Languages. Found that achieving foreign language proficiency levels A1, A2, B1 is provided on the first (early) stage of training in Ukraine – the preparatory faculty (department) for foreign students. Emphasized that language training foreign students at the preparatory faculty (department) has certain characteristics: their objectives, content, teaching methods and so on. Based on research, analyzes current approaches to determine the purpose of learning a foreign language as the preparatory faculty (department). It was found that all goals leading role communicative purpose of learning ukrainian / russian language as foreign to the preparatory faculty (department), that is the goal of forming communicative skills (and speech skills within their structure), characteristic of the educational and professional, of social and socio-cultural spheres of communication. Emphasized that the objective of the practical course ukrainian / russian as a foreign language is communicative competence, which is considered as a complex multi-formation, and presents the general characteristics of all its components competencies. The features of teaching students of preparatory faculty (department) with regard to the status of ukrainian / russian as the main subjects. This led to the conclusion that the language training is the most important component of pre-university training of foreign students. Indicated that the specific language training foreign students at the preparatory faculty (department) reflect teaching methods. It was found that the communicative purpose of learning foreign language students preparatory faculty determines the need to choose communicatively oriented teaching methods; methods that implement the principle of consciousness; methods that can intensify the learning process (intensive methods), and do not rely on consciousness and intuition students (intuitive methods). It is proved that the search and selection method that would best suit the specific objectives and conditions of language education at the preparatory faculty characterized by a tendency to converge different methods that acquire a new interpretation in connection with the development of learning technologies. Summed up that reflect the specificities of language training foreign students of preparatory faculty (department) – purpose features of the educational process, the use of appropriate teaching methods and so allow for a very limited time to teach foreigners the target language.
Authors and Affiliations
Karasu Lokman
Keywords
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