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ПІДСИСТЕМА ВПРАВ ДЛЯ НАВЧАННЯ СТУДЕНТІВ МОВНИХ СПЕЦІАЛЬНОСТЕЙ УСНОГО ТУРЕЦЬКОГО МОНОЛОГІЧНОГО МОВЛЕННЯ НА ПОЧАТКОВОМУ ЕТАПІ

100%
Кіндрась І.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 5(39)
113-122
EN
The urgent priority issue of teaching any foreign language, including Turkish, is the problem of developing an effective system of training exercises as the correct choice of means and methods depends on the effectiveness of the learning process. Thus, one of the most important aspects of teaching any foreign language is mastering the skills of monologue speech, because in order to communicate and express the thoughts in a foreign language, the one who says, should be aware of the full contents of the views freely and be able to build the actual content of the statements or multiple statements in series. So, to teach to express thoughts in a monologue form is one of the main practical purposes of teaching a foreign language. The relevance of the article is due to the needs to determine effective ways of teaching the University Students Turkish monologue speech at the initial stage. The aim of this article is to propose and describe the subsystem of exercises for teaching the University Students Turkish monologue speech at the initial stage. The article is devoted to the questions of teaching Turkish monologue speech as a kind of foreign language activities. It deals with the stages of formation of speaking skills of the junior students using verbal visual materials. In particular, the ways of forming abilities and skills of Turkish monologue speech are analyzed; the examples of exercises for mastering grammatical and lexical material and developing Turkish monologue speech are presented. There are examples of exercises using different types of visual materials in the article. The main task at the initial stage is the formation of a communicative nucleus or the fundamental skills of foreign language communication. That is why the system of exercises should focus on mastering those operations linguistic material needed for understanding and expression in Turkish. The exercises should meet certain requirements: be feasible by volume (including scaling up problems: speech material conditions of performance and the nature of language activities); attract different types of memory, perception and thought; be focused and motivated; enhance cognitive and mental activities of the students; contain the most common life examples and situations of communication.
2
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Priorities for the evaluation function of teacher education university students’ competency-based training

80%
D. Koletvinova N. y., D. Flores R.
The New Educational Review
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2015
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vol. 41
183-193
EN
The relevance of this problem is related to an insufficient degree of the development of the issue of identifying the evaluation function of the competence-based training of students. The research objective: to identify and systematize, on the basis of the functional analysis of the knowledge-resource capacity of the teacher’s professional polyfunctional activity, the priority components that can be considered as indicators of quality and effectiveness of the competency-based training. The leading technologies to the study of this problem are the technologies of mastering the types of speech activity with adequate speech design, aspect-integrated learning, self-activation, personality-oriented communication, etc. In the article there are reflected the results of this work, during which students mastered the characteristics of the professional communication as important indicators of the quality level of the professional communicative competency. The article contents can be useful for practical professional activity of teachers of higher education institutions and high school teachers.
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