Категория: Theoretical and practical issues of foreign languages teaching

Teaching English language skills to visually impaired master students online*

DOI 10.51955/2312-1327_2025_2_ 

Olga V. Pechinkina

Yulia V.Balandina

Inga V. Kuznetsova

Anastasia A. Nikulenko

Abstract. Despite the development of assistive technologies, visually impaired students (VIS) continue to face issues when learning English. Most of the research explores the role of technology and materials adaptation in teaching English to VIS; however, there is a lack of research focusing on development of methods and approaches specifically designed for online education of blind students. Our research aims to address this gap by describing the methods, approaches and adaption of materials used to teach online English as a second language to visually impaired master’s students in an inclusive setting at ITMO University. We found strong evidence supporting the effectiveness of collaborative activities in inclusive education and adapted this idea for our online course, in which we successfully addressed several challenges identified in the literature, notably problems with fostering blind students’ autonomy. The article provides examples of online collaborative activities, the analysis of the most common VIS mistakes and tips for online teaching VIS vocabulary, grammar and four language skills.

Keywords: visually impaired students, assistive technologies, online education, distant learning, inclusive setting, teaching strategies, ESL (English as a second language), accessibility, collaborative activities, educational materials, teacher training, adaptation of teaching materials, teaching language skills.

* The research is supported by the Vladimir Potanin Foundation.

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Teaching listening and speaking with the help of ‘Mind maps’ technique

DOI 10.51955/2312-1327_2025_2_ 

Anastasiia P. Sinelnikova

Svetlana Yu. Bogdanova

Abstract. The article discusses the technique of using “Mind maps” for combined listening and speaking training for students of language training profiles. Listening comprehension is used as a basis for constructing a monological utterance. While listening to the text, the student fills in the Mind map prepared by the teacher, entering important details into it in the volume and in the sequence that the mapmaker intended to achieve the goals of this exercise. The completed Mind map serves as a prompt for the student to create his own oral monologue on the topic covered in the text for listening. The application of the “Mind maps” technique in English language classes at a university is substantiated, and the course of the lesson in which this method can be used is described. As a result of the testing of this method among students of the 3rd year of the language profile, its effectiveness for the development of foreign language communicative competence in the absence of a language environment was confirmed. The article provides data from a survey of students participating in the testing, and concludes that it is advisable to use the “Mind maps” technique, taking into account the development of students’ creative thinking and the ability to establish hierarchical and logical relationships.

Keywords: Mind maps, listening comprehension, speaking, technique, English.

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Developing students’ receptive and productive pronunciation skills in the context of higher education and distance learning

DOI 10.51955/2312-1327_2025_1_207

Natalia V. Gribacheva

Daria S. Bespalova

Olga Yu. Pavlova

Abstract. The paper focuses on developing students’ pronunciation skills in conditions of distance learning in higher education. The authors analyze the specifics of online EFL lessons (their advantages and disadvantages), list the main mistakes in teaching pronunciation and suggest the ways for teachers to avoid making them. The authors applied several methods during their research, i.e. comparative historical analysis of the up-to-date approaches to teaching pronunciation in English Teaching Methodology, observation, learning experience and project-based learning method. Special attention in the paper is given to the most efficient forms of student work during an online lesson in the aspect of acquiring natural English pronunciation and to the right way for teachers to motivate students and organize their unguided pronunciation practice activities. The importance of fostering students’ pronunciation skills is proven along with the vital role of pronunciation aspect in students’ communicative competence. The aim of teaching pronunciation is established with the term «threshold level of pronunciation». The article also concentrates on specific stages of online listening exercises and on the importance of doing them in the right order. Several options of facilitating the process of acquiring pronunciation skills during distance learning are offered in the article, i.e. shadowing technique, scaffolding, project work and individually-oriented approach.

Keywords: threshold level of pronunciation, oral communicative competence, phonological competence, communicative approach, pronunciation skills, distance learning, listening, connected speech, scaffolding, shadowing, project work.

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Methodological organization of non-formal online language teaching russian as a foreign language to adult learners

DOI 10.51955/2312-1327_2024_3_212

Anna A. Zankova

Abstract. Individual non-formal online language learning format is becoming more popular around the world. However, it is observed that the theoretical and methodological foundations are currently not fully developed. The article considers the advantages of non-formal individual online teaching Russian as a foreign language to adult learners under the teacher’s guidance, as well as a set of organizational patterns, approaches, and principles of functioning of this educational phenomenon. We have found out that individual non-formal online language learning is based on the following pedagogical organizational patterns: the management of the pedagogical process, the unity of teacher and learner’s activities, the dynamics of the pedagogical process. Effective organization of learning process is one of the current problems of modern didactics; therefore, it is important to consider the theoretical and methodological justifications of popular educational trends.

Keywords: non-formal online language learning, Russian as a foreign language, online format, methodological justification, synchronous online learning, synchronous and asynchronous modes of communication, online teacher.

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Virtual museum as a socio-cultural phenomenon in teaching foreign languages

DOI 10.51955/2312-1327_2024_2_212

Tatiana S. Sushii

Abstract. This article explores the role of virtual museums in the context of teaching foreign languages and their impact on the socio-cultural development of students. The relevance of the issue is due to the fact that virtual museums represent a new form of museum experience that allows users to remotely immerse themselves in the history and culture of the foreign language. The purpose of the study is to identify the potential of virtual museums in teaching foreign languages and developing students’ socio-cultural competence. It is shown how they contribute to the formation of understanding and respect for different cultures. The results of the study reveal the advantages of using virtual museums in teaching foreign languages. The article can be useful for teachers and students who seek to effectively use this technology in teaching foreign languages and developing socio-cultural competence.

Key words: virtual museum, information and communication technology, socio-cultural competence, teaching foreign languages.

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Provocation as a pedagogical technique for developing skills of critical thinking at english lessons at a technical university

DOI 10.51955/2312-1327_2024_1_195

Tatyana Yu. Portnova 

Abstract. The paper is continuation of the author’s works aimed at developing skills of technical students’ critical thinking at English lessons. The research subject includes provocative techniques which were tested when teaching English and Aviation English the first-fourth academic year students at MSTU CA, Irkutsk branch. The author analyses the positive, constructive potential and efficiency of provocations and demonstrates variants of using provocative techniques in learning situations. Various forms of provocations in educational environment are of certain research interest. Practical significance of the work is in developing exercises with the use of provocations on professionally oriented material for aviation specialists’ training.

Key words: critical thinking, provocation, Aviation English, emotions.

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The content of language education: from the traditional to the humanistic paradigm

DOI 10.51955/2312-1327_2023_3_182

Elena M. Kazantseva

Abstract. The article reveals the understanding of the concept of paradigm in the context of the consideration of language education, describes the main paradigms of modern education (including language education): knowledge, competence, humanistic. Within each paradigm, the main changes in the content of language education are presented, taking into account the essence of a particular paradigm. The process of paradigm shift and the reasons for such changes are described. The polyparadigmatism of modern pedagogical science is proved. The factors influencing the necessity of coexistence of different paradigms of modern language education are revealed.

Keywords: the content of education, the content of language education, the paradigm of education, the paradigm of language education, polyparadigmality.

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Strategies for mastering the content of language education using digital technologies by students of technical universities

DOI 10.51955/2312-1327_2022_4_159

Elena M. Kazantseva

Olga A. Kolmakova

Anzhela A. Kazantseva

Nataliya A. Sverdlova

Abstract. These days, in the context of international interaction in various spheres of economics, science, technology and cooperation, the issue of language education for students of technical universities is being actualized.

The subject of the paper is foreign language professionally oriented training, which involves the development of professionally significant skills and abilities, the formation of professional thinking allowing students to take into account the cultural and linguistic diversity of economic and technical systems.

The personality-development content of modern language education determines the emergence of various strategies for its acquisition. They are formed depending on students’ needs and capabilities. What is meant here is a strategy of staying in the content, a step-by-step strategy, a strategy of information exchange, etc.

In this case, these strategies are closely interconnected with one or another paradigm of education, for instance, the scientific-technocratic, humanitarian paradigm and the paradigm of tradition.

Digital technologies are not only a tool but also an environment for existence, which introduces new opportunities for mastering the content of language education: learning at any convenient time, continuous education, the ability to design individual educational routes.

In this regard, it is necessary to modernize the process of professional training, widely introduce digital tools for educational activities and integrate them into the educational environment.

Therefore, to ensure the effectiveness of the process it is necessary to determine each strategy that can be used to master language education with the help of digital technologies and identify the principles of learning that should be relied upon when using a particular strategy.

The implementation of the studied strategies in terms of new educational conditions will allow the teachers to integrate them within learning technologies. Using the strategies in an educational process will result in a qualitative breakthrough in the field of language education.

Keywords: language education, engineering education, educational paradigm, educational strategy, digital technologies, individual educational route, professionally oriented training, learning principles..

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Foreign language teaching for students at school of transport: searching for new approaches

DOI 10.51955/23121327_2022_3_195

Inna V. Senina

Vera B. Merkuryeva

Abstract. This article deals with an overview of the terms “educational technology”, the types of their classifications, briefly presents various teaching methods, as well as results of observations in foreign (English) language classes with students at the Irkutsk National Research Technical University at the School of Aircraft Construction, Mechanical Engineering, and Transport. Teachers summarize their long-term experience, compare it with theoretical research on this topic and offer the innovative educational technologies they use, demonstrating their functioning by examples of their lessons. The authors compare the traditional approach to foreign language classes in a technical university and the modern one, which appeared by new requirements for graduates, specialists who speak a foreign language and use it for professional purposes. The authors pay particular attention to a student-centered approach to learning, which involves a change in the teacher’s role setting and the development of students’ competencies necessary for successful professional activity in the modern labor market.

Keywords: Educational techniques and methods, educational technologies, professional competence, social competence, sociocultural competence, classical method, conceptual method, innovative technologies, teaching terminology, debate strategy, discussions, role-playing games.

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Mixing business with pleasure: how to learn foreign language and culture with movies

DOI 10.51955/23121327_2022_2_152

Еlena Е. Kalish

Yuliya B. Dyundik

Abstract. The command of a language is a practical skill that helps a human to adapt in society. Teaching a foreign language should also be done in compliance with the practical nature of linguistic knowledge. A language is to be studied in the context of its usage within the discourse that makes linguistic utterances truly meaningful. Watching movies for pedagogical purposes allows students to learn a foreign language in the media that matches natural cultural discourse as closely as possible. Thus, the movie demonstrates the context of the language usage and shows thе fragments of its native speakers’ life. The authors suggest their own discourse-oriented methods of work with the movie resources as an alternative to traditional educational materials, such as texts. These methods may be used by educators in preparation of their own film-related tasks, a very time-consuming process by itself.

Key words: movie, movie industry, movie resources, learning a foreign language, teaching a foreign language, discourse, context of situation, adaptive ability.

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