Level-oriented modular training within teaching monologic speech to junior students
The expansion of the spheres of political, trade, economic and cultural cooperation between Russia and other countries creates real preconditions for intercultural professional communication in all areas of language experts’ activity: teaching, researching, translating, interpreting and speaking for the peers. In these conditions, learning to provide a monologue in different world languages is becoming increasingly important to future linguists. According to the requirements of the new Federal Standard for Higher Professional Education, a linguist must be able to perform intercultural communication in various professional fields, conduct business negotiations, be an active participant in conferences, workshops and roundtable discussions using several working languages and search for topical information to improve his/her professional skills in the field of intercultural communication. Thus, the standard reflects the strategy of modern foreign-language education aimed to form the cultural and linguistic personality of the language expert who has reached a high level of the foreign-language professional communicative competence, which manifests itself in speech culture, an open-minded attitude to unfamiliar traditions and ways of life, along with the abilities for monologue and international professional communication. High-quality monologic speech is a personally and professionally significant skill, due to which specialists do not have difficulties with business conversations, reports, public messages and presentations in Microsoft PowerPoint and freely participate in discussing the course and prospects of joint activities. Mastering such skills begins at the very beginning of learning a foreign language in a higher educational institution to be able to work with complicated scientific texts and prepare creative monologues as a postgraduate student.
Bírová, J., Kružlík, P., Kalimullin, A., Sokolova, N., Haroun, Z., Králik, R., Vasbieva, D. (2018). Mathematical and statistical bibliometric indicators for scholars in the field of Romance languages and Linguistics. EURASIA: Journal of Mathematics, Science and Technology Education, 14(12).
Blinova, S., Dugina, T., Zabolotskikh, A. (2018). Teaching mixed nationality groups (on the example of students from the Northern Caucasus region). INTED2018: Proceedings of the 12th International Technology, Education and Development Conference (pp. 7977-7982). Valencia, Spain.
Camargo, E. D. F., & Givigi, R. C. N. (2021). The relationship between the school organization and the process of inclusion of an autistic student. Journal of Research and Knowledge Spreading, 2(1), e12354.
Dolzhich, E., Dmitrichenkova, S. (2018). Computer science terminology (a case study of the Spanish language). INTED2018: Proceedings of the 12th International Technology, Education and Development Conference (pp. 2556-2559). Valencia, Spain.
Garayev, V. M., Kulikov, S. I., Durko, Ye. M. (1987). Printsipy modul'nogo obucheniya [Principles of modular teaching]. Vestnik vysshey shkoly [Bulletin of Higher School], 2, 132-135.
Gorev, P., Telegina, N., Karavanova, L., Feshina, S. (2018). Puzzles as a didactic tool for development of mathematical abilities of junior schoolchildren in basic and additional mathematical education. EURASIA: Journal of Mathematics, Science and Technology Education, 14(10), 178-185.
Kovalyova, Yu. Yu. (2011). Modul'noye obucheniye inostrannomu yazyku studentov tekhnicheskogo vuza [Modular foreign language teaching for students of a technical university]. Vestnik Tomskogo gosudarstvennogo universiteta [Bulletin of Tomsk State University], 352, 180-182.
Kuimova, M. V. (2005). Obucheniye ustnoy monologicheskoy rechi s oporoy na autentichnyy pis'mennyy tekst. Angliyskiy yazyk, neyazykovoy vuz. [Teaching oral monologic speech based on an authentic written text. English, non-linguistic university]: PhD thesis (pedagogy). Yaroslavl: Yaroslavl State Pedagogical University named after K.D. Ushinsky.
Kurch K. (1995). Modular Courses in British Higher Education. A critical assesment in Higher Education Bulletin, 3, 121-123
Lapidus, B. A. (1986). Problemy soderzhaniya obucheniya yazyku v yazykovom vuze [Problems of the content of language teaching in a language university]. Moscow: Vysshaya shkola.
Leontyev, A. A. (2000). Yazyk i rechevaya deyatel'nost' v obshchey i pedagogichesko psikhologii: Izbrannyye psikhologicheskiye Trudy [Language and speech activity in general and educational psychology: Selected psychological works]. Moscow: Moscow Psychological and Social Institute.
Leontyev, A. N. (1981). Problemy razvitiya psikhiki [Issues of psyche development]. Moscow: Moscow State University.
Mirolyubov, A. A. (2001). Kul'turovedcheskaya napravlennost' v obuchenii inostrannym yazykam. Istoriya otechestvennoy metodiki obucheniya inostrannym yazykam [Cultural orientation in teaching foreign languages. History of domestic methods of teaching foreign languages]. IYASH [Foreign Languages in School], 5, 11-15.
Obshcheyevropeyskiye kompetentsii vladeniya inostrannym yazykom: Izucheniye, prepodavaniye, otsenka [General European competences of a foreign language: studying, teaching, assessment] (2003). Cambridge: Cambridge University Press.
Rakhmanov, I. V. (1966). Nekotoryye voprosy obucheniya ustnoy rechi v yazykovom vuze [Some issues of teaching oral speech in a language university]. IYASH [Foreign Languages in School], 3, 13.
Rogova, G. V., Rozhkova F. M. (2012). Obucheniye svyaznomu vyskazyvaniyu [Teaching a coherent statement]. IYASH. Zolotyye stranitsy [Foreign Languages in School. Golden Pages], 6, 31-40.
Sharonova, S., Trubnikova, N., Sokolova, N. (2018). Interpreting religious symbols as basic component of social value formation. European Journal of Science and Theology, 14(3), 117-129.
Skalkin, V. L. (1979). Tipichnaya kommunikativnaya situatsiya kak strukturno-tematicheskaya osnova obucheniya ustnoy inoyazychnoy rechi [A typical communicative situation as the structural and thematic basis of teaching oral foreign-language speech]. Russkiy yazyk za rubezhom [The Russian Language Abroad], 5, 56-62.
Skinner, B. F. (1968). The Technology of Teaching. New York: Centery Grofts.
Sysoyev, P.V., Yevstigneyev, M.N. (2010). Metodika obucheniya inostrannomu yazyku s ispol'zovaniyem novykh informatsionno-kommunikatsionnykh tekhnologiy [Methodics of teaching a foreign language using new information and communication technologies]: A teaching and methodic guide for teachers, postgraduates and graduates. Rostov-on-Don: Feniks.
Vasbieva, D. G., Sokolova, N. L., Masalimova, A. R., Shinkaruk, V. M., Kiva-Khamzina, Y. L. (2018). Exploring the EFL Teacher’s Role in a Smart Learning Environment – A Review Study. XLinguae, 11(2), 265-274.
Vazina, K. Ya. (1991). Samorazvitiye cheloveka i modul'noye obucheniye [The human’s self-development and modular teaching]. Nizhny Novgorod: VIPI.
Volkova, Y., Panchenko, N. (2018). Discourse variation of the concepts of destructive emotions. Vestnik Rossiiskogo Universiteta Druzhby Narodov. Russian Journal of Linguistics, 22(1), 175-194.
Yutsyavichene, P.A. (1989). Teoreticheskiye osnovy modul'nogo obucheniya [Theoretical foundations of modular teaching]: Grand PhD thesis (pedagogy). Vilnius.
Zimnyaya, H. A. (1978). Psikhologicheskiye aspekty obucheniya govoreniyu na inostrannom yazyke [Psychological aspects of teaching to speak a foreign language]. Moscow: Prosveshcheniye.
Copyright (c) 2021 Revista Tempos e Espaços em Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.