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ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ СТУДЕНТІВ ВЕДЕННЯ ДІЛОВИХ АНГЛОМОВНИХ ЗАСІДАНЬ

100%
Биконя О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
160-167
EN
The article deals with teaching the students of economic specialties Business English using information and communication technologies, especially business meetings at their self-study out of work at class. It has been worked out urgency of conducting the students of economic specialties reference English-speaking business meetings using information and communication technologies. The theoretical premises of organization of independent extracurricular activities of the students of economics in Business English and the study of the technology used to handle information and aid communication have been studied. The author describes how to teach future economists Business English meeting, especially how to make a group of people agree to an important business decision which can seem like a difficult task. In Business English meeting the students should come to the table with different values, visions, opinions, experiences and priorities. That’s why different types of dialogues and monologues are appeared and these differences also make decisions stronger. It is discussed how to get groups to agree, to reach consensus when different types of dialogue and monologues are wiser and better. There is a variety of techniques that the teacher of Business English may use. In this article it is studied an option, highlighting a final choice, and testing for consensus in written and oral forms which are appeared in the meeting. Information and communication technologies in teaching the students of economics in Business English meetings refers to teaching and learning the subject matter that enables understanding the functions and effective use of these technologies. A review and contextualization of the literature on teaching Business English meetings using information and communication technologies as a subject implied that there is limited, systematically-derived, quality information. The major Internet services are World Wide Web, electronic mail, forum, chat, video conferencing, Skype that can be used in teaching conducting Business meetings in the English-speaking at self extracurricular work. The forms of oral communication Business such as monological and dialogical speech may appear in the process of English-speaking Business meetings. It is planned to create the system of exercises and tasks using information and communication technology in teaching future economists English-speaking Business meetings concluding monological and dialogical speech in different parts of meeting.
2
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THE COMPETENCE OF THE TEACHER AS A DIDACTIC CONDITION OF STUDENTS’ EFFECTIVE INDEPENDENT WORK ORGANIZATION

100%
LESYA M., VITA H.
Scientific Bulletin of Chełm - Section of Pedagogy
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2017
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issue 2
135-145
EN
On the basis of the analysis of psychological and pedagogical literature and empirical studies of the educational process in higher educational economic institution, the necessity of systematic teachers’ training for the organization of independent work of students, while studying mathematical disciplines, has been defined in this article. Taking into account modern requirements of scientific and pedagogical activities, the definition of "didactic competence of the teacher of mathematical disciplines" has been proposed as an important condition of organization of independent student’s work. The components of the didactic competence as a system unit have been characterized, namely motivational-value, cognitive, methodically-organizational and reflective components. To ensure a sufficient level of didactic competence of teachers of mathematical disciplines, it has been proposed to conduct trainings, consultations and interviews in accordance with the principles of coaching technology.
3

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

72%
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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