Непрерывное интегрированное обучение иностранному языку в системе военного образования

41. Овчинников А.А. Модель накопления усвоенных знаний и приобретённых компетенций на основе кривых научения // Современные наукоемкие технологии. 2017. № 5. С. 50-53.

42. Ebbinghaus H. Ьber das Gedдchtnis. Leipzig : Duncker & Humblot, 1885.

43. Iqbal M.J. Life Long Education: A Conceptual Debate. URL: http://seminar.net/images/stories/vol5-issue1/iqbal_-_life_long_education.pd (дата обращения: 21.10.2018).

44. Моисеева Л.В., Вуколова Е.Г. Организационные формы непрерывного образования // Педагогика. 2015. № 1. С. 81-88.

45. Сахарова Н.С., Терехова Г.В. Профессионально-лингвистическое портфолио магистранта как результат развития иноязычной компетенции // Университетский комплекс как региональный центр образования, науки и культуры : материалы Всерос. науч.-метод. конф. Оренбург. гос. ун-т. 2017. С. 2952-2960.

References

1. TASS. (2017) Aprobatsiya EGE po angliyskomu yazyku kak obyazatel'nogo proydet v 2020 godu [Testing of the Unified State Examination in English as Compulsory Will Take Place in 2020]. [Online] Available from: https://tass.ru/obschestvo/4290970. (Accessed: 18.10.2018).

2. RF Ministry of Defence. (2017) Prikaz Ministra oborony RF № 2617 ot 31.08.2017 “O merakh po usileniyu lingvisticheskoy podgotovki kursantov vysshikh voennykh obrazovatel'nykh uchrezhdeniy vysshego professional'nogo obrazovaniya MO Rossii” [Order of the Minister of Defence of the Russian Federation No. 2617 of 31 August 2017 “On Measures to Strengthen the Linguistic Training of Cadets of Higher Military Educational Institutions of Higher Professional Education of the Russian Ministry of Defence”].

3. Voytovich, I.K. (2012) Inostrannye yazyki v kontekste nepreryvnogo obrazovaniya [Foreign Languages in the Context of Continuing Education]. Izhevsk: Udmurt State University.

4. Vanyagina, M.R. (2019) The Professionally Focused Foreign Languages Training in the System of Military Education Concerning the Digitalization of Educational Environment. Pis'ma v Emissiya.Offlayn -- The Emissia.Offline Letters. 7. Article 2746. (In Russian). [Online] Available from: http://emissia.org/offline/2019/2746.htm. (Accessed: 10.10.2019).

5. Comenius, J.A., Locke, J., Rousseau, J.-J. & Pestalozzi, J.H. (1989) Pedagogicheskoe nasledie [Pedagogical Heritage]. Moscow: Pedagogika.

6. Osipov, V.G. (1989) Sotsial'no-filosofskiy analiz sovremennoy kontseptsii nepreryvnogo obrazovaniya [The Socio-Philosophical Analysis of the Modern Concept of Continuing Education]. Erevan: Armeniam SSR Academy of Sciences.

7. Hдrtung, H. (1966) Pour une education permanente. Paris: Edition Fayards.

8. Kidd, J.R. (1966) The Implication of Continuous Learning. Toronto: Gage.

9. Lengrand, P. (1975) An introduction to lifelong education. Paris: the Unesco Press.

10. Dave, R. (1973) Lifelong Education and School Curriculum. Hamburg: VIE.

11. Lifelong Learning Workshop Report. (2018) Lifelong Learning in Australia: putting practice into policy and policy into practice. [Online] Available from: https://ala.asn.au/wp-content/uploads/2018/01/Lifelong-Learning-in-Australia-Workshop-Report-November-201713.pdf.

12. Osborn, M., Sankey, K. & Wilson, B. (2007) Social capital, lifelong learning and management of place. New York: Routledge.

13. Livingstone, D. (1999) Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. WALL Working Paper. 10.

14. Schwab, K. (2017) Chetvertayapromyshlennaya revolyutsiya [The Fourth Industrial Revolution]. Translated from English. Moscow: Eksmo.

15. Vladislavlev, A.P. (1978) Nepreryvnoe obrazovanie: problemy i perspektivy [Continuing Education: Problems and Prospects]. Moscow: Mo- lodaya gvardiya.

16. Gershunskiy, B.S. (1988) Prognosticheskie problemy razvitiya pedagogiki nepreryvnogo obrazovaniya [Prognostic Problems of the Development of Continuing Education Pedagogy]. Novye issledovaniya v pedagogicheskikh naukakh. 2. pp. 3-6.

17. Zinchenko, G.P. (1988) Nepreryvnoe obrazovanie -- velenie vremeni [Continuing Education: The Command of the Time]. Moscow: Znanie.

18. Russian Federation. (1992) Zakon RF ob obrazovanii № 3266 ot 10.07.1992 [Law of the Russian Federation on Education No. 3266 of 10 July 1992]. [Online] Available from: http://base.garant.ru/10164235/. (Accessed: 18.10.2018).

19. Russian Federation. (1996) Federal'nyy zakon RF “O vysshem i poslevuzovskom professional'nom obrazovanii” № 125 ot 22.08.1996 [Federal Law of the Russian Federation “On Higher and Postgraduate Professional Education” No. 125 of 22 August 1996]. [Online] Available from: http://www.consultant.ru/document/cons_doc_LAW_11446/. (Accessed: 18.10.2018).

20. Prosvirkin, V.N. (2005) Preemstvennost' v sisteme nepreryvnogo obrazovaniya [Continuity in the System of Continuing Education]. Pedagogika. 2. pp. 41-46.

21. Novikov, A.N. (2000) Rossiyskoe obrazovanie v novoy epokhe: paradoksy naslediya, vektory razvitiya [Russian Education in the New Era: Heritage Paradoxes, Development Vectors]. Moscow: Egves.

22. Zaytseva, O.V. (2009) Continuous Education: Main Definitions and Terminology. Vestnik TPGU -- TSPU Bulletin. 7 (85). pp. 106-108. (In Russian).

23. Leont'ev, A.A. (2003) Nepreryvnost' i preemstvennost' obrazovaniya [Continuity and Coherence of Education]. In: Leont'ev, A.A. (ed.) Obra- zovatel'naya sistema “Shkola 2100”. Pedagogika zdravogo smysla [Educational System “School 2100”. Pedagogy of Common Sense]. Moscow: Balass; Izd. Dom RAO. pp. 28-34.

24. Solov'ev, V.V. (2012) Pedagogicheskaya integratsiya kak instrument organizatsii protsessaprofessional'noy podgotovki kursantov [Pedagogical Integration as a Tool for Organizing the Vocational Training of Cadets]. [Online] Available from: https://superinf.ru/view_helpstud.php?id=2868. (Accessed: 18.10.2018).

25. Dobrovol'skiy, V.A. (2004) O sisteme mnogourovnevoy voennoy podgotovki [On the System of Multilevel Military Training]. Vysshee obra- zovanie v Rossii -- Higher Education in Russia. 6. pp. 112-118.

26. Tsar'kov, A.N., Bugakov, I.A. & Kot, A.S. (2003) Kontseptsiya integrirovannogo obrazovaniya [The Concept of Integrated Education]. Vysshee obrazovanie v Rossii -- Higher Education in Russia. 12. pp. 124-129.

27. Sharukhin, A.P. & Sharukhina, T.G. (2017) Pedagogy Methodology of Military Educational Institutions of the Russian National Guard Forces. Vestnik Sankt-Peterburgskogo universiteta MVD Rossii. 3 (75). pp. 201-205. (In Russian).

28. Shirshov, V.D. & Romanova, I.N. (2014) Implementation of Integrative Approach to English Language Teaching for the Cadets of State Firefighting Service of Emergency Situations Ministry of Russia. Diskussiya -- Discussion. 8 (49). pp. 146-152. (In Russian).

29. Lur'e, L.I. & Lur'e, M.L. (2018) System of Continuous Pedagogical Education “School-High School” as Culturological Problem. Alma Mater. 2. pp. 34-40. (In Russian). DOI: 10.20339/AM.2-18.034

30. Khlybova, M.A. (2016) Succession in Teaching Foreign Languages in the Process of Continuous Professional Education. Filologicheskie nauki. Voprosy teorii i praktiki -- Philological Sciences. Issues of Theory and Practice. 10 (64):1. pp. 211-213.

31. Fadeykina, O.V. & Vanyagina, M.R. (2012) [Compatibility of Communication Systems as a Principle of Successful Understanding and Interaction of Representatives of Different Cultures]. Pozharnaya bezopasnost': problemy i perspektivy [Fire Safety: Challenges and Prospects]. Proceedings of the All-Russian Conference. Voronezh: Voronezh Institute of the State Fire Service of the Emercom of Russia. pp. 173-176. (In Russian).

32. Kamyanova, T.G. (2017) Uspeshnyy angliyskiy. Sistemnyy podkhod k izucheniyu angliyskogo yazyka [Successful English. A Systematic Approach to Learning English]. Moscow: Eksmo.

33. Gorbenko, S.I. (2002) Upravlenie kachestvom podgotovki spetsialistov v usloviyakh standartizatsii obrazovaniya (na primere voenno- inzhenernogo vuza) [Managing the Quality of Training of Specialists in the Conditions of Standardization of Education (By Example of a Military Engineering University)]. Abstract of Pedagogy Cand. Diss. Stavropol.

34. Shevchenko, M.A. (2018) Metodika obucheniya voennykh perevodchikov professional'nomu inoyazychnomu diskursu na osnove kompetent- nostnogo podkhoda [Methods of Training Military Translators in Professional Foreign Language Discourse Based on a Competency-Based Approach]. Abstract of Pedagogy Cand. Diss. N. Novgorod.

35. Shevchuk, V.N. (2017) Spravochnik voennogoperevodchika [Handbook of a Military Translator]. St. Petersburg: Rus'.

36. Kolotov, V.Ya. (2014) Codification of FLT Rules in the Sports Military Institute or Effect of Moving to the Horizon. Aktual'nye problemy fizicheskoy podgotovki silovykh struktur -- Actual Problems of Physical and Special Training of Defence and Law Enforcement Agencies. 3. pp. 36^4. (In Russian).

37. Russian Federation. (2014) Prikaz Ministra oborony Rossiyskoy Federatsii ot 15.09.2014 g. № 670: O merakh po realizatsii otdel'nykh polozheniy stat'i 81 Federal'nogo zakona ot 29 dekabrya 2012 g. № 273-FZ “Ob obrazovanii v Rossiyskoy Federatsii” [Order of the Minister of Defence of the Russian Federation No. 670 of September 15, 2014: On Measures to Implement Certain Provisions of Article 81 of Federal Law No. 273-FZ of December 29, 2012, “On Education in the Russian Federation”]. [Online] Available from: http://base.garant.ru/70791866/. (Accessed: 18.10.2018).

38. Russian Federation. (2012) Ukaz Prezidenta Rossiyskoy Federatsii ot 7 maya 2012 g. № 599 “O merakh po realizatsii gosudarstvennoy politiki v oblasti obrazovaniya i nauki” [Decree of the President of the Russian Federation No. 599 of May 7, 2012, “On Measures to Implement the State Policy in the Field of Education and Science”]. [Online] Available from: http://base.garant.ru/70170946/. (Accessed: 18.10.2018).

39. Russian Federation. (2018) Federal'nyy zakon “Ob obrazovanii v Rossiyskoy Federatsii” № 273-FZ ot 29.12.2012 s izmeneniyami 2018 goda [Federal Law “On Education in the Russian Federation” No. 273-FZ of December 29, 2012, as Amended in 2018]. [Online] Available from: http://www.consultant.ru/document/cons_doc_LAW_140174/. (Accessed: 18.10.2018).

40. Russian Federation. (2018) Federal'nyy zakon № 309-FZ ot 03.08.2018 “O vnesenii izmeneniy v otdel'nye zakonodatel'nye akty Rossiyskoy Federatsii v chasti sovershenstvovaniya voennoy podgotovki studentov federal'nykh gosudarstvennykh obrazovatel'nykh organizatsiy vysshego obra- zovaniya” [Federal Law No. 309-FZ of August 03, 2018, “On Amending Certain Legislative Acts of the Russian Federation in Part of Improving Military Training of Students of Federal State Educational Institutions of Higher Education”]. [Online] Available from: http://www.consultant.ru/document/cons_doc_LAW_304054/. (Accessed: 18.10.2018).

41. Ovchinnikov, A.A. (2017) Accumulation Model of Internalized Knowledge and Acquired Competencies on Learning Curves. Sovremennye naukoemkie tekhnologii -- Modern High Technologies. 5. pp. 50-53.

42. Ebbinghaus, H. (1885) Ьber das Gedдchtnis. Leipzig: Duncker & Humblot.

43. Iqbal, M.J. (2009) Life Long Education: A Conceptual Debate. [Online] Available from: http://seminar.net/images/stories/vol5-issue1/iqbal_- _life_long_education.pd. (Accessed: 21.10.2018).

44. Moiseeva, L.V. & Vukolova, E.G. (2015) Organizational Forms of Continuous Education. Pedagogika. 1. pp. 81-88. (In Russian).

45. Sakharova, N.S. & Terekhova, G.V. (2017) [A Professional-Linguistic Portfolio of a Graduate Student as a Result of the Development of Foreign Language Competency]. Universitetskiy kompleks kak regional'nyy tsentr obrazovaniya, nauki i kul'tury [University Complex as a Regional Center of Education, Science and Culture]. Proceedings of the All-Russian Conference. Orenburg: Orenburg State University. pp. 2952-2960. (In Russian).

Abstract

The Continuous Integrated Foreign Language Training in the System of Military Education

Marina R. Vanyagina, St. Petersburg National Guard Forces Command Military Institute (Saint Petersburg, Russian Federation).

Foreign language learning is of great value for the professional education of military experts. However, there is a problem of the lack of continuity and integrity of foreign languages teaching between different stages of education. Based on the system and integrative approach, it can be solved by organizing a continuous integrated foreign language training at all levels of military education system. The study applied the theoretical methods of scientific analysis, examination, and generalization of legislative, methodological, and theoretical literature.

The empirical methods include observation and monitoring of the educational process, analysis of practical experience gained, testing, interviewing of students and post-graduates at different stages of military education, as well as methods of statistical processing and analysis of test and interview results. The results obtained from testing and interviewing cadets during the entrance control and adjuncts at the initial stage of post-graduate studies have indicated a relatively low level of foreign language skills of applicants of military higher education institutions and a significant gap between the proficiency in foreign languages of students at the adjacent stages of education.

The comparison of the entrance testing results and the indicators of the foreign language certificate show that the gap in levels of foreign-language proficiency is more than 10% at average. The developed matrix of a continuous integrated foreign language learning by military experts can visually represent the levels of foreign language education, the acquired competencies, control measures, and extracurricular activities at each educational stage. It allows revealing problems and determining possibilities of foreign language teaching continuity within military professional education. The continuity and integrity of foreign language teaching have to be provided by the following conditions: systematical formation of communicative competencies; advancing principle of education and training; a possibility of receiving additional linguistic education; fixation of students' achievements throughout the entire period of training; use of effective pedagogic methods enhancing the language personality; development of cooperation between various educational organizations, and ensuring cross-disciplinary integration. The received results can be used for the effective organization of foreign language teaching to military experts in various educational organizations and also as a direction for further research in the field of continuity of adjacent education levels.

Keywords: continuous study; foreign language; integration of education; continuity of education; military experts; foreign language teaching; education levels.

Размещено на Allbest.ru