Foreigh language educational platformsfor foreing language professional communication teaching

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FOREIGH LANGUAGE EDUCATIONAL PLATFORMSFOR FOREING LANGUAGE PROFESSIONAL COMMUNICATION TEACHING

Nataliya Samoylenko,

Doctor (Pedagogy), associate professor Sevastopol State University

Over the last decade research of education system in order to prepare graduates for the 21st century demonstrated that the development of foreign language competences is essential for social inclusion, mutual understanding and professional development. However many recent studies focus on the role of English as the global lingua franca. Despite the importance of research the role of undergraduate students' foreign language competence development in a higher educational institution using online platform has not yet become a subject of research. This paper attempts to give an introduction to technology influence on language learning process, new ways of teaching and learning; on-line professional training course on leading on-line platforms. It is also shown how to focus on the online platforms for students' autonomous learning and language learning achievement presenting and assessing students' skills. As a result this study raises a broader question: how to implement online education for improvement of higher pedagogical education in the foreign language teaching process. In the article the necessity of educational environment forming, adequate to the new tendencies in the field of higher professional education is analyzed. The opportunities for using of online-courses on foreign language educational platforms in undergraduate students' foreign languages professional communication teaching are described.

Key words: education environment, foreign language professional communication teaching, online course, foreign language educational platform, undergraduate students' foreign language communication.

Самойленко Наталія Борисівна,

доктор педагогічних наук, доцент Севастопольський державний університет

ІНШОМОВНІ ОСВІТНІ ПЛАТФОРМИ ДЛЯ НАВЧАННЯ ПРОФЕСІЙНІЙ ІНШОМОВНІЙ КОМУНІКАЦІЇ

У статті досліджено проблему формування освітнього середовища, що відповідає новим тенденціям у сфері вищої професійноїосвіти. Подано сутність поняття «іншомовний освітній портал». Розкрито можливості використання онлайн-курсів на іншомовних освітніх порталах у професійно-орієнтованому навчанні магістрантів. Представлено матеріали англомовних освітніх порталів, що використовувались у підготовці магістрантів у процесі навчання іншомовній комунікації.

Ключові слова: освітнє середовище, професійно-орієнтоване навчання іноземній мові, онлайн курс, англомовний освітній портал, іншомовна комунікація магістрантів.

Introduction

At present the revision of education system is necessary in order to prepare graduates for the 21st century. The development of foreign language competences is essential for social inclusion, mutual understanding and professional development. The CEFR has contributed to the implementation of the Council of Europe's language education principles, including the promotion of reflective learning and learner autonomy [1-3].

Problem statement. For some years ELF scholars have been observing some changes in higher education. It is globalised. Many universities around the world are described as `international'. It is very important to focus on the cultural and linguistic implications. In recent researches we have mentioned the role of English as the global lingua franca [5; 8].

Research questions. There's been a massive increase in the use of technology in the use of English globally [2]. Nowadays, there are a great many possibilities to learn languages online at distance, and self-study materials for language learning have been available for many years. However, when the globalisation and internationalisation of higher education are discussed, the role of undergraduate students' foreign language competence development in a higher educational using online platform has not yet become a subject of research.

Methodology. Our research aims to discuss the role of undergraduate students' foreign language competence development in a higher educational institution using online platform. We will focus on some key aspects of undergraduate students' foreign language competence development in a higher educational institution.

Findings. Scholars from different countries in their researches highlight the role of Global Englishes and intercultural communication in English Language Teaching. They explore the links between languages, cultures, communities, nations and identities and the implications about communication and teaching languages [4-7].

This paper focuses on teacher's skills in English language teaching: to incorporate the global diversity of English into the curriculum rather than focusing exclusively on native English; to develop learners' ability to use English in a flexible way for accommodating to diverse interlocutors and promoting successful intercultural communication; to set realistic objectives that are attainable and more closely correspond to the needs of the majority of users of English; to focus on communicative function and evaluating forms in terms of their functional effectiveness rather than their closeness to native English norms; to analyse and teach English linguistically, culturally, pragmatically; to teach learners to use what they are taught developing effective communication strategies related to their own cultural reality; to organize communicative practices related both to specific cultures and also as emergent and hybrid in intercultural communication; to set initial interaction in intercultural communication based on cultural stereotypes or generalizations; to negotiate and mediate between different emergent socioculturally grounded communication modes and frames of reference based on the above understanding of culture in intercultural communication; to set about raising intercultural awareness among English learners [2].

The scholars have mentioned the reasons for such changes: global diversity of English; effective and successful intercultural communication; communicative use of language; descriptions of ELF should not directly determine what language is taught - this should remain a local decision; pedagogical framework for an ELF-informed approach to the teaching of English; concept “cultural awareness” and its role in using ELF - developing an understanding of differences between one's own and another culture; a user or learner of English has knowledge of all the different cultural contexts of communication they may encounter and even less so the language cultures of the participants in this communication [4-6].

There are many ways by which teachers can become actively involved in the learning process. Technology influence on language learning process, new ways of teaching and learning. On-line professional training course on leading on-line platforms is an up-today trend in education [7].

Participating in different online courses and didn't have enough experience of teaching English online, we analyze and choose the answers of our colleagues from other countries and cultures: “I became an online tutor initially because I wanted to keep up to date with trends in teaching”; “I wanted something to complement my main schedule. I didn't have a lot of teaching hours and I wanted something that was flexible”; “I wanted to cut down on commuting time because I was teaching private languages classes far from my home”; “I needed flexible teaching hours to fit around my family life” [7].

In our practice we use the online platforms for students' autonomous learning and language learning achievement presenting and assessing students' skills.

We focus on the opportunities for implementation of online education for improvement of higher pedagogical education in the foreign language teaching process. There are examples of some on-line courses for students and teachers. We studied on leading online platform «Future Learn» for 2017-2019 yy.: “Teaching for Success: Lessons and Teaching” - develop the skills and practices for continuing professional development (CPD); cover four professional practices: planning lessons and courses, managing resources, managing the lesson, taking responsibility for professional development; “Research Writing: How to Do a Literature Review” - learn how to write a strong literature review with this course designed for research students, at any level, in any discipline; “Blended Learning Essentials: Developing Digital Skills” - a course for the Vocational Education and Training sector to support the development of learners' digital skills in the workplace; “Teaching for Success: Lessons and Teaching” - look at lessons, courses and resources with this continuing professional development course for English language teachers [8].

We set the students the task of investigating these tools, and discuss which they could use to teach and to learn foreign languages. The results are presented in table 1.

Table 1. On-line courses for students and teachers

The undergraduate student for writing her Master thesis has analyzed the Elllo electronic library (http://www.elllo.org/index. htm), which is an electronic teaching tool for the development of foreign language competence of students of a language university. Students do the task: supporting vocabulary learning in academic English [2].

The students analyze the corpus in Internet: British National Corpus; The Bank of English; American National Corpus (ANC); Michigan Corpus of Academic Spoken English: MiCASE.

The foreign language online platforms were analysed by the undergraduate students in the process of studying discipline “Teaching foreign languages in the higher education institutions”: Future Learn - https://www.futurelearn.com; Yale - https://oyc. yale.edu/courses; Canvas - https://www.canvas.net; Stanford Online - http://online.stanford.edu/courses; Alison - https://alison. com; Openlearning - https://www.openlearning.com; Genius English - https://geniusenglish.ru; Khan academy - https://www. khanacademy.org; Lingualeo - https://lingualeo.com/ru. They use this material for preparing and conducting their own microteaching lessons. (table 2). They use this material for preparing and conducting their own microteaching lessons.

Table 2. Foreign language online platforms for teaching and learning foreign languages

There is a large amount of free, openly-accessible information in English online which can be used by teachers. There are also online tools which can assist teachers and students with language.

Conclusion

In conclusion we can say that the main goal of the future projects is to improve the present system of education of the residents and students by designing a Master program in “Foreign Languages and Intercultural communication teaching”, revising relevant curricula, existing relevant modules of teaching courses and approximating them to the European educational standards, developing and implementing training and retraining programs. Preliminary results of introducing the new program are presented. It is necessary to discuss some considerations as to the prospects of online learning and teaching, which are potentially applicable to similar intercultural and educational situations.

student english lingua practice

References

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2. Самойленко Н. Б. Foreign language online platform resources for undergraduate students' language competence development. Інноваційні наукові дослідження у галузі педагогіки та психології: Матеріали всеукраїнської науково-практичної конференції, м. Запоріжжя, 8-9 лютого 2019 р. Запоріжжя: Класичний приватний університет, 2019. 116 с. С.73-76.

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4. Cogo A. Analysing English as a Lingua Franca: A Corpus-Driven Investigation. New York: Continuum, 2012. P. 169-183.

5. Jenkins J. Global Englishes. A resource book for students. Abingdon, GB: Routledge, 3rd edition, 2015 - 288 p.

6. Seidlhofer B. Understanding English as a Lingua Franca. Oxford: Oxford University Press, 2011. P. 196-198.

7. The University of Southampton (accessed 18.11.2019).

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