Факультет міжнародних відносин і права
Постійне посилання на фонд
Переглянути
Перегляд Факультет міжнародних відносин і права за Ключові слова "002.8(001.378):37"
Зараз показуємо 1 - 12 з 12
Результатів на сторінці
Налаштування сортування
Документ Authenticity and motivation in teaching ESP(Вінницький державний педагогічний університет імені Михайла Коцюбинського, 2021-12) Петльована, Лілія Леонідівна; Petliovana, L. L.Abstract Thіs artіcle revіews some of the wіde-rаngіng іssues and rеseаrch surrоundіng аuthentіc mаterіals and authenticіty in foreign lаnguage leаrning. While authentіcity is dіscussed as hаving posіtive еffects on language learning motіvation, the questiоn remaіns hоw it can аffect motіvation lеvel in an ESP cоntext. The prеsent pаper presеnts the rеsults of the еffect of an authentic contеxt thorоugh the іntegration of authentіc tеxts and tasks on the mоtivation lеvel of ESP studеnts. The fіndings of the study suggest thаt a hіgher mоtivation lеvel was achіeved by the studеnts in the authentic cоntext as cоmpared to the students in the trаditional cоntext.The іdea of usіng authentic language materіal in teaching a fоreign languagе is generally apprоved by the vаst majority of language tеachers, especіally in teaching ESP, whеre it is hоped to be used fоr achieving a ‘real-life cоmmunicative purpose’. However, if this materіal is to be usеd effеctively it has to be cаrefully chоsen in order to be rеlevant to studеnts’ actual and antіcipated neеds and іnterests. Also, it has to be accоmpanied by authentic clаssroom actіvities in оrder to raise students’ mоtivation. Thіs pаper оffers an example of hоw to dеal wіth authеntic tеaching material, in thіs cаse with orіginal texts. It gives the criteria that should be used in text choice, and authentic learning tasks which should accompany the initial texts in order to increase their authenticity. Moreover, it is essential that authentic materials should meet students’ needs and interests. It is equally essential that authentic materials should serve as a stimulus for learning the tаrget lаnguage. Thus, if they contain some asperities and are tіme cоnsuming for being selеcted and prepared for teaching purpоses, they are important sоurces of input and have a positіve cоntribution in the field of language teaching and learning.Документ Teaching english at higher schools by means of e-platforms under conditions of quarantine(Класичний приватний університет, 2020-03) Петльована, Лілія Леонідівна; Суховецька, Світлана Володимирівна; Шадура, Валентина Анатоліївна; Petliovana, L.L.; Sukhovetska, S.V.; Shadura, V. A.This article covers the problem of teaching English at higher schools by means of e-platforms under conditions of quarantine. Schools and universities across the globe have already closed in the wake of the coronavirus pandemic. As a result, teachers are suddenly faced with the challenge of how to continue their students’ education. While this might seem a daunting task, there are several ways teachers can utilize the technology and resources already available to support online learning and ensure students still receive a quality education. It’s important to note that there is no one size which fits all when it comes to learning. Different groups have different priorities and the resources that should be used are context-dependent. However, teachers should take some comfort in the fact that there are hundreds of online resources to guide them as to how to teach online. Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the academic year. The present article focuses on such e-platforms as Moodle, which has been used at our universities since 2008 and has a great importance in teaching English at an appropriate level, Zoom and Skype, which are currently being used in order to provide interaction and communicative activities representative of specific professional or academic environments. The convenience of learning from a distance from the comfort of one’s home or from any location where one happens to be and having access to teachers and native speakers around the world are some reasons for the popularity of these online resources for language learning. Other reasons might be the mostly free service, availability for major computer platforms, the reliability of the service, the relatively good quality of audio and video if used with a broadband connection, and also its ease of use. Moodle provides a collaborative medium, a place where we can all meet and read and write. Zoom allows you to connect with students using an interactive video conference platform. Skype also allows screen sharing, which means that the teacher or students can show Word documents, slide presentations, or websites on their screen to the other participants in a Skype session or explain something.Документ The Importance of Appropriate Materials for Teaching ESP for Tourism Students in Ukraine(Причорноморський науково-дослідний інститут економіки та інновацій, 2020-01-30) Петльована, Лілія Леонідівна; Petliovana, L.L.One of the major criteria in employing people in the tourism and hospitality sector is the English knowledge. Poor English proficiency and competency can result in hardness in attracting and entertaining the tourists. Therefore, it is crucial to consider the English language taught as a core subject at tourism higher education institutions and universities in Ukraine. In designing a course for students of tourism, an integrated approach to get the students involved in the syllabus we want to teach has been used. This paper is focused on those teaching and learning methods and techniques which can improve the practical use of English for work-related purposes, this giving the students the opportunity to develop their language skills by means of attractive, motivating and useful learning activities. The paper aims at providing an in-depth knowledge about ways of studying and applying English for Specific Purposes in the Tourism field, as well as types of activities to be used in the classroom in order to assist learners overcome language difficulties. It is of great importance to emphasize the specific tasks and strategies used while teaching ESP for Tourism classes, strategies that differ from the ones used in a traditional English language classroom. It has been pointed out that good material should be based on various interesting texts and activities providing a range of skills, one piece of material serving for developing more than one skill, e.g. reading, listening, speaking, writing. Texts as learning materials can be used for learning and practicing a wide range of skills. In ESP course, they can be sources for new vocabulary, communicative or reading skills. Various activities have been defined: warming-up activities - pre-teaching and activation of new vocabulary or grammar structures, discussing questions concerning the topic; receptive activities - work with the text itself, reading, listening; informative and productive activities - practising of acquired knowledge; follow-up activities - next improving, developing, using of acquired knowledge.Документ Useful online resources and educational tools for teaching english for tourism(Класичний приватний університет, 2019-01-05) Петльована, Лілія Леонідівна; Petliovana, L.L.Abstract Tourism is a branch of economy with the vigorous growth whose influence penetrates society, politics, culture and the most importantly the economy. Approximately 100 million employees are estimated to work in the modern leisure and entertainment industry. Foreign languages competence is one of the key skills in this industry. The rapid advancement of technology has both influenced language learning and customers experience in tourism industry. Being a professional in tourism industry nowadays means a complex set of competencies and skills, interdisciplinary in nature. This paper aims to discuss the influence of technology on these two aspects in courses for English for Tourism. Needs analyses conducted in this sector have proven and highlighted the importance of domain content digital genres in English for Specific Purposes. Hence, the focus of this paper will be placed on useful online resources and educational tools that can be used in English Language Teaching in the field of Tourism. After graduation the students are expecting to navigate and work in digital environment where their customers find most of the information before contacting them. This implies the necessity of creating digital teaching environment and assessment an essential component of ET course. Online resources in English that will be discusses are: Booking.com, Travel Agencies’ Websites and National Geographic Short Videos while online educational tools are: Social Networks (Facebook), Padlet and Duolingo. The engagement of these online resources and tools should enable Tourism English attendees during their course to learn to navigate and perform in digital environment and to use these resources and tools at their future job posts. They can guide and teach students to fulfil the functions that emerged in needs analysis: giving information, providing services and offering help. Furthermore, it can help students to master all four language skills and to overcome the problems they mentioned to encounter within them: understanding foreign English accents, using inappropriate words and expressions, having inadequate vocabulary in reading and lacking grammar knowledge. Working with authentic online material students can simulate target professional situations. The placement of students in their natural habitat spurs creativity and motivation, boosts their confidence and creates pleasurable working atmosphere.Документ Useful online resources and educational tools for teaching english for tourism(Класичний приватний університет, 2019-02-19) Petliovana, L.L.; Петльована, Лілія ЛеонідівнаTourism is a branch of economy with the vigorous growth whose influence penetrates society, politics, culture and the most importantly the economy. Approximately 100 million employees are estimated to work in the modern leisure and entertainment industry. Foreign languages competence is one of the key skills in this industry. The rapid advancement of technology has both influenced language learning and customers experience in tourism industry. Being a professional in tourism industry nowadays means a complex set of competencies and skills, interdisciplinary in nature. This paper aims to discuss the influence of technology on these two aspects in courses for English for Tourism. Needs analyses conducted in this sector have proven and highlighted the importance of domain content digital genres in English for Specific Purposes. Hence, the focus of this paper will be placed on useful online resources and educational tools that can be used in English Language Teaching in the field of Tourism. After graduation the students are expecting to navigate and work in digital environment where their customers find most of the information before contacting them. This implies the necessity of creating digital teaching environment and assessment an essential component of ET course. Online resources in English that will be discusses are: Booking.com, Travel Agencies’ Websites and National Geographic Short Videos while online educational tools are: Social Networks (Facebook), Padlet and Duolingo. The engagement of these online resources and tools should enable Tourism English attendees during their course to learn to navigate and perform in digital environment and to use these resources and tools at their future job posts. They can guide and teach students to fulfil the functions that emerged in needs analysis: giving information, providing services and offering help. Furthermore, it can help students to master all four language skills and to overcome the problems they mentioned to encounter within them: understanding foreign English accents, using inappropriate words and expressions, having inadequate vocabulary in reading and lacking grammar knowledge. Working with authentic online material students can simulate target professional situations. The placement of students in their natural habitat spurs creativity and motivation, boosts their confidence and creates pleasurable working atmosphere.Документ Аналіз основних напрямів вдосконалення професійної освіти у вищих навчальних закладах.(Хмельницький інститут соціальних технологій Університету "Україна", 2012) Петльована, Лілія Леонідівна; Petliovana, L.L.У статті проаналізовано взаємозв'язок ідей гуманізації, гуманітаризації і гармонізації освіти і як соціальне замовлення суспільства, і як нові соціально-педагогічні принципи сучасної моделі вищої освіти. Визначено основні вимоги, що адресуються вищій школі і як соціальне замовлення суспільства і держави нею задовольняється. Виділено найбільш значущі проблеми інформації освіти.Документ Комунікативний тренінг як засіб адаптації студентів економічних спеціальностей до професійної діяльності(Хмельницький інститут соціальних технологій Університету "Україна", 2012) Петльована, Лілія ЛеонідівнаДокумент Мотивація оволодіння іноземною мовою як один із чинників професійної підготовки фахівців економічного напряму(Дрогобицький державний педагогічний університет імені Івана Франка, 2013-12) Петльована, Лілія Леонідівна; Petliovana, L.L.В статті визначено мотиваційну сферу людини і охарактеризовано види навчальної мотивації: зовнішня та внутрішня; позитивна та негативна. Виділено ефективні форми та методи навчання іноземній мові та прийоми розвитку мотивації до вивчення її.Документ Принципи побудови педагогічної системи професійного навчання ділової англійської(Миколаївський національний університет імені В. О. Сухомлинського, 2012) Петльована, Лілія Леонідівна; Petlyovana, L.L.У статті виділено ряд методологічних принципів навчання характерних для усієї системи вищої професійної освіти та визначено групи загальнонаукових принципів, що лежать в основі професійного навчання. Виділено групи дидактичних принципів, що визначають зміст, форми, методи, напрями педагогічної дії на особу та характер зв'язків окремих компонентів системи навчання ділової англійської мови та визначено групи спеціальних методичних принципів, що забезпечують формування необхідного рівня професійної компетентності економістів-менеджерів в галузі ділової англійської мови.Документ Проблема мотивації оволодіння іноземною мовою студентами економічного напряму(Міжнародна науково-практична інтернет-конференція "Стратегія і тактика вітчизняної науки в побудові інформаційного суспільства", ХЕУ, 2013-10) Петльована, Лілія ЛеонідівнаДокумент Психолого-педагогічні вимоги до професійної компетентності фахівців економічного профілю в галузі ділової англійської мови(Дрогобицький державний педагогічний університет імені Івана Франка, 2012-09) Петльована, Лілія ЛеонідівнаУ статті проаналізовано психолого-педагогічні вимоги до професійної компетентності фахівців економічного профілю в галузі ділової англійської мови. Виділені основні напрями-орієнтири, при підготовці економістів-менеджерів в галузі ділової іноземної мови.Документ Інноваційна діяльність викладача іноземної мови як одна з педагогічних умов професійної адаптації майбутніх економістів.(Хмельницька гуманітарно-педагогічна академія, 2011) Петльована, Лілія Леонідівна; Petliovana, L.L.В статті проаналізовано інноваційну діяльність викладача іноземної мови у формуванні професійної адаптації майбутніх економістів та визначені педагогічні підходи у процесі роботи зі студентами.