System of foreign language professional training of future food scientists and technologists in Ukraine
Abstract
Modern training of future engineers for food industry should focus on prospects of international cooperation and mobility of scientists, teachers and students within the global educational and scientific space. Bringing this training in line with the world standards of higher education reinforces the importance of foreign language communication component. The article discloses theoretical and methodological basis of the system of foreign language professional training of future food scientists and technologists in Ukraine.
The system of foreign language professional training for non-linguistic universities that is designed to ensure the formation of a professionally-speaking communicative competence of future food industry engineers and technologists at all levels of training: pre-university training, bachelor's level, master's level, postgraduate courses. The following techniques foster formation of foreign language competence of future food industry engineers: interpersonal communication, the critical thinking, problem solving skills, decision making; computer presentations; working in the computer lab with a variety of electronic applications, Internet technology (testing online, work with Internet programs, chats, wikis, blogs);case-study (case method), role-playing and simulation games; project work, blended learning
References
Nikolaeva, S. Yu. ed. (2004). Zahalnoyevropeyski rekomendatsiyi z movnoyi osvity: vyvchennya, vykladannya, otsinyuvannya [Common European Framework of Reference for Lan-guages: Learning, Teaching, Assessment]. Kyiv: Lenvit, 273.
Bakaeva, G., Borisenko O. (2005). Prohrama z anhliyskoyi movy dlya profesiynoho spilkuvannya [Syllabus in English for professional communication]. Kyiv: Lenvit, 119.
Cherednichenko H. A., Viktorova L.V., Shapran L.Yu., Kunytsya L.I. (2013) Navchannya profesiynoho inshomovnoho spilkuvannya studentiv[Teaching students professional foreign lan-guage communication]. Monograph. Kyiv: Inkos, 464.
Byram M. (1991). Investigating Cultural Studies in Foreign Language Teaching. Clevedon,Phil.:Multilingual Matters ltd., 219.
Handbook. How to implement best practice in language learning. Available at: http://www.yell-project.eu/uploads/documents/DEVELOPMENT%20WP/WP3/book_yell-ENG-22-08-2011.pdf
Müller-Hartmann A. The role of tasks in promoting intercultural learning in electroniclearning networks [Text] / Andreas Müller-Hartmann // Language Learning & Technology. –2000. – № 4 (2). – P. 129–147.
O’Down R. Understanding the «other side»: Intercultual learning in a Spanish-English e-mail exchange [Text] / O’Down R. // Language Learning and Technology. – 2003. – № 7 (2). – P. 118–144.
Downloads
Published
Issue
Section
License
Relationship between right holders and users shall be governed by the terms of the license Creative Commons Attribution – non-commercial – Distribution On Same Conditions 4.0 international (CC BY-NC-SA 4.0):https://creativecommons.org/licenses/by-nc-sa/4.0/deed.uk
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
