Cultural Component in Professional Development of Non-Philological Specialties Students in the Process of Studying a Foreign Language
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| Title: | Cultural Component in Professional Development of Non-Philological Specialties Students in the Process of Studying a Foreign Language |
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| Language: | English |
| Authors: | Bakum, Zinaida (ORCID |
| Source: | Arab World English Journal. Dec 2021 12(4):69-85. |
| Availability: | Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cultural Awareness, Professional Education, Linguistics, Teaching Methods, International Cooperation, Labor Market, Second Language Learning, Second Language Instruction, Foreign Countries, Role Playing, Audiolingual Methods, Student Attitudes, Standards, Competition, Undergraduate Students, Values |
| Geographic Terms: | Ukraine |
| ISSN: | 2229-9327 |
| Abstract: | The professional development of future specialists has to meet global and domestic standards. Cultural competence is essential for future professionals as it makes it easier to collaborate with foreign professionals, improve their competitiveness in the world labor market and increase the specialist's ability to solve professional challenges. The study attempts to answer the questions about the importance of cultural competence development of non-philological students in the process of studying a foreign language and methodological approaches used in this process. The aim of the paper is to present the model of cultural competence formation of future non-philological specialties experts at the foreign languages classes and determine its main components and formation conditions. The study investigates how cultural competence development changes the value-based attitude towards future professional activity and promotes the interest in learning, personal and professional enrichment. Students of three Ukrainian higher educational institutions (from the first to third course) have taken part in the research. The research used conscious-comparative, audiolingual, and role-play methods. The study of the results, based on four criteria (cognitive, moral-axiological, communicative, cultural), showed that learners started to understand the necessity of cultural enrichment of disciplines. The research proved that the implementation of the given technique resulted in the improvement of students' learning and cognitive activity and enhancement of the general level of training. The paper gives some recommendations for language teachers to organize the process of learning a language on a cultural basis. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1340928 |
| Database: | ERIC |
| Abstract: | The professional development of future specialists has to meet global and domestic standards. Cultural competence is essential for future professionals as it makes it easier to collaborate with foreign professionals, improve their competitiveness in the world labor market and increase the specialist's ability to solve professional challenges. The study attempts to answer the questions about the importance of cultural competence development of non-philological students in the process of studying a foreign language and methodological approaches used in this process. The aim of the paper is to present the model of cultural competence formation of future non-philological specialties experts at the foreign languages classes and determine its main components and formation conditions. The study investigates how cultural competence development changes the value-based attitude towards future professional activity and promotes the interest in learning, personal and professional enrichment. Students of three Ukrainian higher educational institutions (from the first to third course) have taken part in the research. The research used conscious-comparative, audiolingual, and role-play methods. The study of the results, based on four criteria (cognitive, moral-axiological, communicative, cultural), showed that learners started to understand the necessity of cultural enrichment of disciplines. The research proved that the implementation of the given technique resulted in the improvement of students' learning and cognitive activity and enhancement of the general level of training. The paper gives some recommendations for language teachers to organize the process of learning a language on a cultural basis. |
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| ISSN: | 2229-9327 |
