Competencia lingüística profesional de estudiantes de universidades técnicas: concepto, especificidad y desarrollo

The objective of this paper is to provide a strict definition of a concept “competence” which can be used in the context of professional language training of technical university students.The literature review shows the necessity of the development of professional language competence in future tool-making engineers that technical universities in Russia train. Based on this review, the structure of this competence has been identified. Also, the process of professional language competence development is thoroughly analyzed so that the conclusions about the stages of this process and the necessary pedagogical conditions that a teacher must follow are determined.El objetivo de este artículo, es proporcionar una definición estricta del concepto de “competencia”, que se puede utilizar en el contexto de la formación en idiomas de estudiantes de universidades técnicas. La revisión de la literatura muestra la necesidad del desarrollo de la competencia lingüística profesional, en los futuros ingenieros fabricantes de herramientas de las universidades técnicas en Rusia. Con base en esta revisión, se ha identificado la naturaleza y el proceso de desarrollo de la competencia lingüística profesional. Adicionalmente, se determinan las condiciones pedagógicas necesarias que un maestro debe seguir para el logro de esta capacidad

Quantifiable structure of professional language competence

The competence-based approach in education has made it easier to use qualimetric procedures to assess learning outcomes. Given the fundamentally integrative nature of competencies, they tend to have more and more complex structures. This paper discusses the structure of one such competence, professional language competence, especially relevant to future technical university graduates who have to be able not only to solve professional problems but also use a foreign language to help them do this.The purpose of this study is to find out the component-wise structure of professional language competence of future technical university graduates and show experimentally that its development level can be assessed quantitatively, thus guaranteeing its development in students.The main research methods are pedagogical experiment, testing, method of expert group assessment. The pedagogical experiment involved 23 second-year students blogging in English on profession-related topics as part of their independent work organized with the author’s pedagogical technology.The results of the study show the effectiveness of this technology. Comparative assessments are provided of the level of different components of professional language competence as well as subcomponents of one such component. The monitoring of the changes in subcomponents and components of professional language competence allows a teacher to identify weaknesses in linguistic training and difficulties that students face in their independent work so that one address them in a timely and systematic manner

Quantifiable structure of professional language competence

The competence-based approach in education has made it easier to use qualimetric procedures to assess learning outcomes. Given the fundamentally integrative nature of competencies, they tend to have more and more complex structures. This paper discusses the structure of one such competence, professional language competence, especially relevant to future technical university graduates who have to be able not only to solve professional problems but also use a foreign language to help them do this.The purpose of this study is to find out the component-wise structure of professional language competence of future technical university graduates and show experimentally that its development level can be assessed quantitatively, thus guaranteeing its development in students.The main research methods are pedagogical experiment, testing, method of expert group assessment. The pedagogical experiment involved 23 second-year students blogging in English on profession-related topics as part of their independent work organized with the author’s pedagogical technology.The results of the study show the effectiveness of this technology. Comparative assessments are provided of the level of different components of professional language competence as well as subcomponents of one such component. The monitoring of the changes in subcomponents and components of professional language competence allows a teacher to identify weaknesses in linguistic training and difficulties that students face in their independent work so that one address them in a timely and systematic manner

Profession-Oriented Blogging as the Optimal Teaching Tool for the Development of Students’ Professional Language Competence

The relevance of the research given in this paper is due to the need for more widespread use of information and communication technologies focused on developing the university students’ professional language competence as well as encouraging their independent work. The purpose of this article is to present a model and a technology of the organization of independent student work based on profession-oriented blogging in English. A number of components of this model are described in the paper: a set of approaches (activity, learner-centred, thesaurus, qualimetric) and conditions with which the given technology must be implemented. The scientific-based structure of professional language competence is also proposed by the authors. In order to test this model and the technology based on it, two teaching experiments have been conducted where the university students were asked to keep their profession-oriented blogs in English. The results of these experiments indicate the need for the implementation of our solutions in teaching processes and stimulate students’ intrinsic motivation towards the effective organization of their independent work. Finally, the relevance of our research is discussed in the context of solving two major issues: the replication crisis and the development of artificial intelligence and machine learning

Blogging as a Tool to Organize the Profession-oriented Independent Work of Future Teachers

The relevance of the study in question is caused by the growth of students’ independent work and the need to train future teachers so that they can organize this work more effectively using modern technologies. One of the optimal information and communication technologies for organizing students’ independent work is blogging. Therefore, this paper explores the attitude of future teachers towards blogging, its potential forms of use in organizing students’ independent work.The key research method to study this problem, in our case, has been the survey of Vocational Training students. It helped us to determine what future teachers think about blogging as a teaching tool, what skills they have and do not have for this, and also the problems that a teacher may face when organizing students’ independent work with blogging.This paper discusses the main features of blogging as a teaching tool. The criteria for assessing the results of student blogging, the stages of student blogging following the authors’ methodology, are presented.Moreover, the article shows the results of experimental work where the Vocational Training students have been writing their blogs in Russian for over a month. In the research, it was found that student-bloggers lack independent thinking, while the majority of participants would prefer to use blogging in their future teaching activities.The results of our research conclude that the use of blogging to organize students’ independent work facilitates the development of the required competencies such as professional language competence. Furthermore, it is proven that the experience and skills of blogging provide more opportunities for educators in their job and career

Blogging as a Tool to Organize the Profession-oriented Independent Work of Future Teachers

The relevance of the study in question is caused by the growth of students’ independent work and the need to train future teachers so that they can organize this work more effectively using modern technologies. One of the optimal information and communication technologies for organizing students’ independent work is blogging. Therefore, this paper explores the attitude of future teachers towards blogging, its potential forms of use in organizing students’ independent work.The key research method to study this problem, in our case, has been the survey of Vocational Training students. It helped us to determine what future teachers think about blogging as a teaching tool, what skills they have and do not have for this, and also the problems that a teacher may face when organizing students’ independent work with blogging.This paper discusses the main features of blogging as a teaching tool. The criteria for assessing the results of student blogging, the stages of student blogging following the authors’ methodology, are presented.Moreover, the article shows the results of experimental work where the Vocational Training students have been writing their blogs in Russian for over a month. In the research, it was found that student-bloggers lack independent thinking, while the majority of participants would prefer to use blogging in their future teaching activities.The results of our research conclude that the use of blogging to organize students’ independent work facilitates the development of the required competencies such as professional language competence. Furthermore, it is proven that the experience and skills of blogging provide more opportunities for educators in their job and career