Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl
Visit https://bibliotekanauki.pl
Title variants
Validation of academic achievements of bachelors of Romance-Germanic Philology based on the criteria for competence measurement
Languages of publication
Abstracts
The article is devoted to highlighting the essence of the pedagogical experiment in testing the model of professional training of bachelors of Romance-Germanic Philology based on the competence approach. The core and methods of specific types of self-study that promote academic achievements of bachelors of Romance-Germanic Philology based on the criteria for competence measurement have been analyzed. Among these types of self-study are the following: - solo work – a self-study of bachelors of Romance-Germanic Philology as future interpreters without help of a teacher-mentor directed to conduct proper scientific research and summarize the results in a scientific work, essays or reports with a public presentation in a foreign language during the debate at the students’ scientific conferences; - self access work – a self-study of bachelors of Romance-Germanic Philology in the educational resource center («School of interpreting skills») directed to written or oral translation of scientific texts (articles, abstracts, annotations) by other researchers; - autonomous learning – a self-study of bachelors of Romance-Germanic Philology without a teacher in the classroom, which is aimed at carrying out targeted cognitive research on interpreting by themselves demonstrating their achievements on the translation/interpreting of special topics and search for like-minded people and samples, supporting the rightfulness of their own point of view or professional positions in certain matters; - self-directed learning – a self-study of bachelors of Romance-Germanic Philology that gives them the right to decide what to do and what not to do, that provides for the development of their creative abilities on the basis of learning to analyze, predict and make the best decisions under certain conditions, taking into account the factors regarding their professional capabilities and potentials and individual constraints. Particular emphasis is laid on the coverage of instructional techniques of work of bachelors of Romance-Germanic Philology with the European language portfolio. A special didactic tool that is aimed at collecting individual works of bachelors of Romance-Germanic Philology as future interpreters is understood by the “language portfolio”. Collecting individual works should be carried out within a certain period of time thus demonstrating the stages of personal-professional growth in the in-depth study of foreign languages and their application in the situations of intercultural communication. The analysis proves that the use of the instructional techniques mentioned above contributes to the certification of academic achievements of bachelors of Romance-Germanic Philology according to the criteria for competence measurement.
Year
Issue
Pages
196-205
Physical description
Dates
published
2014-10-27
Contributors
author
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-afaf8dc9-512f-4458-b64e-37c788ba6315
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.