New Perspectives in Science Education

Edition 13

Accepted Abstracts

The Active Strategies of ICT-Based Foreign Language Training for Science and Engineering Students

Natalia Yesenina, Ryazan State Radio Engineering University (Russian Federation)

Abstract

On the basis of the currently available evidence it is fair to suggest that foreign language (FL) training for science and engineering students necessitate the highly effective educational strategies, based on the modelling of real speech situations, the real science and engineering specialist find themselves in. On logical grounds, there are no compelling reasons to dispute that these situations are mediated by information and communications technologies (ICT). The present research is devoted to the design of ICT-based FL training for science and engineering students in relation to the specificity of modern vocationally-oriented speech communication of the brainpower. The paper deals with three research objectives: to draw up the methodological base for the research and theoretical foundations for the construction of the process of ICT-based FL training in science and engineering universities; to give methodical recommendations for the organization of the process of ICT-based FL training for science and engineering students, including the order and course of the process as well as regulations to use the electronic language resources, web-applications, smart tools, etc.; to present the active strategies for ICT-based means of FL training, consisting of the recommended list of the ICT-based of FL training, methodical tips for FL teachers, learning objectives and assignments according to the stages of the process.

Keywords: ICT, foreign language training, science and engineering students, universities.

References:
[1] M. L. Carrio-Pastor “Technology implementation in second language teaching and translation studies: New tools, new approaches”. Berlin: Springer, 2016.
[2] Grabe, R. B. Kaplan “Science, technology, and information: Implications for language and language-in-education planning”, International Journal of the Sociology of Language, vol. 59, pp. 47-71, 1986. doi: https:// doi.org/10.1515/ijsl.1986.59.47.
[3] M. Sundgren.”Blurring time and place in higher education with bring your own device applications: a literature review”, Education and Information Technologies: Official Journal of the IFIP technical committee on Education, pp. 1–39, 2016. doi: 10.1007/s10639-017-9576-3.
[4] Grinshkun V.V., Krasnova G.A. (2017). New education for new information and technological revolutions”, RUDN Journal of Informatization in Education, vol. 14, no. 2, pp. 131-139, 2017. doi:10.22363/2312-8631-2017-14-2-131-139.
[5] Yesenina, Natalia (2018). “New Approach To ICT-Based Means of Foreign Language Training In Engineering Universities”, The European Proceedings of Social & Behavioural Sciences (EpSBS), vol 51, no. 23, pp. 943-954. 10.15405/epsbs.2018.12.02.102.

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