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1

ВПРАВИ ДЛЯ ФОРМУВАННЯ НІМЕЦЬКОМОВНОЇ ПРОФЕСІЙНО ОРІЄНТОВАНОЇКОМПЕТЕНТНОСТІ В ГОВОРІННІ ТА ПИСЬМІМАЙБУТНІХ ТУРИЗМОЗНАВЦІВ: ІЗ ДОСВІДУ ЕКСПЕРИМЕНТАЛЬНОЇ РОЗРОБКИ

100%
Окопна Я.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 10(74)
223-234
EN
Introduction. In the results of experimental studies have been shown that the psychological nature of the second foreign language after the first studying can be lit within the professionally oriented foreign language communication aspect, which also determines the rules of communication and laws implemented in the network interactive activities. This interpretation of the process of mastering the German-oriented professional competence in productive types of speech activity allows us to go beyond the concept of classroom and outside the classroom educational autonomy, including the comparison and analysis. Purpose. The algorithm sequence output in shaping German-oriented professional competence of the future workers in international tourism as a specific implementation of the educational process in the productive kinds of speech activity development; detection of the psychological mechanisms functioning in multi-stages of mastering speech activity under conditions of interference phenomena and positive transfer. Methods. Analysis of psychological research and methodological problems of interference and positive transfer when learning a second foreign language after the first held abroad and in Ukraine in order to systematize the existing scientific concepts and strategies withdrawal algorithm learning a second foreign language in terms of network support Moodle. Results. The results obtained after the experimental study definitively prove the probability of the hypothesis that the consideration of psychological characteristics, mechanisms of interference phenomena and positive transfer in the process of German-oriented professional competence in speaking and writing (German language after English) at the upcoming International Tourism workers effectively reflected in the quality of education. Therefore, in learning a second foreign language after the first must be considered the following factors: 1) link between professionally oriented foreign language non-verbal thinking of the university student and the surrounding reality; 2) availability of the future workers’ in international tourism communication skills in their native language and basics speech and mental activity in the first foreign language; 3) availability of the future tourism experts’ educational experience in learning professionally oriented foreign language competence in productive types of speech of the first foreign language that must be considered and used in the learning process, built on a conscious transfer of training skills and non-verbal skills of students of higher education; 4) availability of language universals (statement, subject, object, singular/plural, etc.), which creates a special kind of linguistic knowledge that facilitate the assimilation of a second foreign language. Language universals determine the possibility of contrastive-typological comparison phenomena of native and foreign languages studied in parallel. Conclusion. To summarize, it was found out that understanding the concept of learning a second foreign language after the first conditions for network support should be seen as a model for interaction of foreign languages and mental activity of the future workers in the tourism industry. It follows from the above; the native language while learning two or more foreign languages should not be separated in the minds of students and filtered. On the contrary, it must be consciously and actively involved in the study of foreign languages as native language initially provides structures and linguistic conceptual basis of consciousness. In terms of learning foreign languages, especially learning several languages, in learning the mother tongue should be laid foundations active and conscious approach to studying two or more foreign languages. This statement enables the presentation and implementation of further ways to develop methods of multilingual professionally oriented foreign language teaching.
2
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Experimental Verification of the Reading Comprehension Intervention for the German Language as L3

100%
Stranovská E., Ficzere A., Szabó E.
Journal of Education Culture and Society
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2022
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vol. 13
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issue 2
369-382
EN
Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
3
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La crónica deportiva como recurso de escritura en ELE/L2. Un enfoque procesual

88%
Núñez-Román F., Emilio J. Gallardo-Saborido E. J. G.-S.
Studia Romanica Posnaniensia
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2020
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vol. 47
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issue 2
123-139
PL
This paper stands up for the defence of writing as a hugely valuable resource for teaching Spanish as a Foreign Language or a Second Language. Specifically, it pursues two general targets: a) to highlight the importance of considering writing into the classroom of Spanish as a Foreign Language as a process that has to be constantly coached and developed; b) to emphasise how this way of teaching provides pedagogical benefits that go further the development of the writing ability itself, since it has an impact on other students’ general cognitive features. Methodologically, this text begins with a literature review that theoretically underpins the proposed targets, and, subsequently, our didactic proposal is exemplifiedby the use of a specific type of text (the match report). Then, a practical teaching resource is obtained as final result, which is supported by the recent literature on this issue. Finally, this contribution aspires to be implemented in different educative contexts by teachers of Spanish as a Foreign Language.
4

ПИТАННЯ ЕФЕКТИВНОСТІ ВИКЛАДАННЯ НІМЕЦЬКОЇ МОВИ ЯК ДРУГОЇ ІНОЗЕМНОЇ (ПІСЛЯ АНГЛІЙСЬКОЇ) У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

75%
Ігнатенко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 6(60)
43-53
EN
The task of higher school is to increase the quality of students’ knowledge, to get them ready for their professional activity. The second foreign language, in the process of studying of which practical, educational and developing aims are achieved, must also contribute to this task solution. The problem of the content of learning foreign languages was and still remains one of the most significant problems in methodology. The article is dedicated to the questions of teaching German as the second foreign language (after English). On the basis of the analysis of academic situation and researches of foreign specialists in this sphere there are given some practical pieces of advice to teachers for more effective organizing students’ learning activity. Learning the second foreign language is much easier than the first one because the knowledge and skills acquired while learning the first language can be used while learning the second one. Socio cultural component enables students to compare cultural heritage of Germans and Ukrainians and helps create positive motivation at the lessons. Some scholars consider that the basis of teaching German as the second foreign language is the similarity between English and German. Others consider grammar as the basis of teaching the language.So, both grammar and communication are chief components.Though repetitive grammar-translation methods are not regarded any more as the only way to learn. Today, task-based approaches are widespread in Europe, emphasizing communication and the practical uses of the language.People learn better when they struggle to communicate. So, it must be the core of the kind of methodology.Some scientists think that the contrast between languages is also significant. The aspect of interference and transference needs much attention. The assignments and exercises for learning German as the second language must be worked out on the basis of the similarity with English in such aspects as vocabulary, spelling, pronunciation, intonation and grammar. Besides, it becomes easier and more effective to teach the languageto students who are more aware of the process of learning. As less academic time is given to the second language, the tempo of the lessons must be quicker. Psychologically, the skills earlier acquired in English influence the creation and understanding of the new elements in German. While learning the second foreign language students must be taught to build three polar language and cultural chain using contrastive approach.
5
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Kontekst nauczania języków obcych w Polsce – glottodydaktyczne implikacje dla drugich języków obcych

63%
Kucharczyk R.
Linguodidactica
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2016
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vol. 20
PL
Niniejszy artykuł stawia sobie za cel zdefiniowanie kontekstu nauczania drugich języków obcych w Polsce. Artykuł rozpoczyna opis głównych wytycznych dotyczących europejskiej polityki edukacyjnej, w których na plan pierwszy wysuwa się pojęcie wielojęzyczności. Następnie zostały przedstawione założenia polityki językowej, której głównym celem jest rozwijanie kompetencji różnojęzycznej u uczniów. W kolejnej części artykułu został opisany polski system nauczania języków obcych oraz system egzaminów zewnętrznych z języków obcych nowożytnych, z podkreśleniem miejsca, jakie w nich zajmują drugie języki obce. Artykuł kończy propozycja rozwiązań systemowych, które mogą usprawnić uczenie się i nauczanie drugich języków obcych.
EN
This article aims at defining the context of teaching second foreign languages in Poland. The article begins with a description of the main guidelines for the European education policy, in which the concept of multilingualism is on the foreground. We then present the assumptions of the language policy, whose main objective is to develop student’s plurilingual competence. In the next part of the article, we describe the Polish system of teaching foreign languages and system of external examinations of modern foreign languages, with an emphasis put on the space taken by the second foreign languages. The article ends with a proposal of systemic solutions that can increase the effectiveness in learning and teaching second foreign languages.
6

ОСОБЛИВОСТІ НАВЧАННЯ НІМЕЦЬКОЇ МОВИ ЯК ДРУГОЇ ІНОЗЕМНОЇ НА БАЗІ АНГЛІЙСЬКОЇ СТУДЕНТІВ-ЕКОНОМІСТІВ

63%
Лариса Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 4(68)
249-259
EN
The article is devoted to the analysis of the teaching methods of German students in the process of production of highly skilled professionals, the advantages of some of those methods and the expediency of the implementation taking into consideration the present state of the domestic education sector are substantiated. The author defined the features of teaching German as a second foreign language to the students-economists based on their English language knowledge. The pedagogical conditions that ensure the effectiveness of teaching German are determined. Innovative technologies that enable individualization and differentiation based capabilities of students: technology of activity method, activity-technology “Debates”, project-based learning technology and technology of cooperation are proposed. Technology of activity approach in the process of teaching second language should consist of a number of features and require special selection of methods and techniques for its study. In the process of studying the first foreign language the following issues are presented: pronunciation; reading rules; intonation; word order; coordination of articles; conjugation of verbs; complex grammatical structures; some words are pronounced similar, but have different meanings. The assignment in German and English languages proposed to the German group allows to use units of common themes at the level if word usage that facilitates the process of learning of second foreign language (the presence of a specific and indefinite article; the formation of three major forms of verbs; the use of the verb sein (to be), haben (to have). In the article the author has identified factors that intensify learning of German language based on English language, like: possession of the Latin alphabet; vocabulary (borrowing of English words that are similar to German); grammatical knowledge. It has been proved that learning German as a second foreign language must be based on phonetic and pronouncing parameters within the speech activity. Teaching and learning German as a second foreign language based on English should be carried out by comparing or contrasting the phonetics, vocabulary, grammar of native tongue, first and second foreign languages. Accordingly, the process of learning should be based on the amount of knowledgeand experience that had been gained in the process of learning of the first foreign language, and take into account the level of existing knowledge of the native language. Knowledge of grammar plays a significant role in the process of learning of German language. In this regard, the phonetic aspect of speech should be mastered aside of practical activity during the thematic mastering of vocabulary and grammar material.
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