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23условий, повышающих успешность данного процесса. В контексте данного исследования среди педагогических условий формирования педагогической картины мира были выделены следующие: обосновано понимание педагогической картины мира; этот процесс строится на основе модели, описывающей основные этапы формирования педагогической картины мира; организована процедура оценки сформированности педагогической картины мира будущих учителей; этот процесс обеспечивается соответствующей подготовкой преподавателей вуза к организации образовательного процесса, направленного на формирование педагогической картины мира будущих учителей.
Данные условия были выделены на основании того, что позволяют осуществлять работу по формированию педагогической картины мира системно, когда соблюдение каждого из условий непосредственно влияет на формирование всех компонентов педагогической картины мира.
Литература:
1. Болотова Ж.А., Кострикова Ю.В., Радченко Е.А., Рахманова М.Н. Ценности педагогической деятельности // Международный журнал прикладных и фундаментальных исследований. - 2016. - № 1-2. -С. 257-259.
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3. Исаев И.Ф. Теория и практика формирование профессиональной педагогической культуры преподавателей высшей школы. - М., - 1993. - 219 с.
4. Катричева Т.Ю. Проблема классификации педагогических ценностей // Успехи современного естествознания. - 2004. - № 7. - С. 119-120.
5. Останина С.А., Птицына Е.В. Формирование педагогических ценностей будущих преподавателей-музыкантов // Педагогика и психология образования - 2016. - №4. - С. 70-78.
6. Сагитдинова Т.К. Система формирования педагогической картины мира у будущих учителей в образовательном процессе вуза // Образование из будущего: обучение, воспитание, развитие сборник статей научно-практической конференции, посвященной 40-летнему юбилею кафедры педагогики и кафедры психологии Омского государственного педагогического университета - 2018. - С. 224-231
7. Шиянов Е.И. Гуманизация педагогического образования: состояние и перспективы. - М., Ставрополь, 1991.
Pedagogy
UDC:378.14
doctor of pedagogical Sciences, associate professor Samoilenko Nataliya Borisovna
Sevastopol State University (Sevastopol)
BLENDED LEARNING IN ACADEMIC WRITING COURSE
Anmtation. The aim of the article is to justify the choice of blended learning approach for teaching academic writing at the university. The author highlights the role of the electronic educational resources in educational process. The article reveals the essence of the blended learning approach; its advantages for undergraduates' professionally oriented foreign language communicative competence development in academic writing teaching.
Keywords: electronic educational resources blended learning, professionally oriented foreign language communicative competence, undergraduate, academic discourse, educational process.
Аннотация. Целью статьи является обоснование выбора технологии смешанного обучения магистрантов академическому письму в вузе. Автор раскрывает роль электронных образовательных ресурсов в образовательном процессе. Сделан акцент на актуализации этой технологии для развития иноязычной профессионально - ориентированной коммуникативной компетенции обучаемого при обучении научному дискурсу.
Ключевые слова: смешанное обучение, электронный образовательный ресурс, иноязычная профессионально-ориентированная коммуникативная компетенция, магистрант, научный дискурс, образовательный процесс.
Introduction. For preparing graduates for the 21st century skills and the development of foreign language competences for social inclusion, mutual understanding and professional development the education system is required to be revised [6; 11; 14].
It is now generally accepted English is used in teaching and learning at universities around the world. The researchers consider importance of English use in international higher education and a variety of approaches English is used in education. The scholars put forward the analysis of English, which needs to be perfect knowledge. The researches consider English as not a barrier but as a tool.
To help us communicate we can use other tools and resources. We have to be prepared to adjust our pedagogical approach somewhat and adapt our style and methods in order to take account of the needs of our intercultural communication. Language and intercultural communication skills are considered to be basic skills in our globalizing world. Now, English as a Lingua Franca is used as a contact language, or a language of intercultural communication [7].
At present digital technologies can be used in class, or beyond the classroom, to enhance learning by offering specific types of benefit that are more difficult with traditional methods. The point of blended learning is to mix traditional and digital technologies together in a way that helps learners learn more productively [17].
Purpose of research is to analyze benefits of blended learning, the development of undergraduate students' foreign language communicative competence learning academic writing vocabulary in a higher educational institution. Using online resources for undergraduate students' language learning; undergraduate students' learning experience is described.
Findings. The teachers, tutors highlight such benefits of blended learning - flexibility, active learning, personalisation, learner control, feedback. They use blended learning for: enriching the classroom experience to bring
in more kinds of active learning; making use of existing digital resources to enhance the learning activity; preparing the students for work in class or on site; supporting the students in following up on what they did in practice.
We analyze the teachers' opinions about the value of blended learning, or about their main concern about using it [16].
Blended learning is "Teaching 4.0". The fourth industrial revolution is upon us; it is not changing one or two things we are doing, it is changing everything. Including teaching and learning. That does not mean the teacher is redundant; it means teachers, like any other professional must embrace the technology and up their game.
Blended learning is flexible and inclusive to suit the learner. Delivery can be in a variety of ways to suit the learner to ensure it is meaningful, appropriate and engaging. The teacher however must plan accordingly and ensure technology is not used for technology's sake.
Introducing blended learning to adult learners is challenging. I am speaking of those whose age from 40 and above and afraid of dealing with learning technologies. I can speak to myself as an adult learner trying to be self-reflective if I am doing a blended learning approach. The Padlet is amazing!
Blended learning can be used to support a wide range of pedagogical approaches commonly used in the VET sector. Use of mobile devices and a blended learning approach in formal and informal learning settings can support a range of pedagogies, including constructivism, social constructivism, and problem-based learning. A constructivist approach is based on learners constructing their own knowledge and meaning through experience. This includes learners engaging in real world activities, building on their prior knowledge and experience, developing relevant skills and independence and working with teachers as facilitators instead of instructors, and using formative assessments to inform future learning needs. In this first case study, think about how the mobile app used by Prospect Training Services supports a constructivist pedagogy [9; 10].
Nowdays the digital skills appear in the recent frameworks: digital identity - how the personal information appears in the digital world; digital information - how search for, manage, and use information in the context of work; digital content - creating slides, posters, podcasts, videos, web sites, portfolios, charts; digital collaboration -using digital tools to work across teams, departments, and organisations, both locally and globally [22].
Participants from further, higher education and school-level education in different roles in educational institutions (teachers, lecturers, learning technologist) take part on the online courses. They highlight some advantages of online courses: useful digital skills framework, clear definitions, the importance of helping students to be aware of their digital identity and how to manage it; the digital world is in almost every area of daily life- modern profession requires such interaction [22].
At the final stage of training the undergraduates present their master's thesis. The master's thesis is carried out in accordance with the Master's general educational program and is the educational research work. Among the disciplines for formation of foreign language communicative competence of graduate students, we analyze the discipline "Foreign language for academic research".
The undergraduate students use Internet resources and electronic educational resources in learning English professionally oriented academic vocabulary in learning and teaching English process.
The researchers present now day 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 [1; 3; 7].
Investigating the research writing experience, doing research writing for the first time, we need for explicit discussion and instruction in this area [2; 8; 12; 18]. English for Academic Purposes (EAP) has been the major driver for the changes in the English as a Foreign Language (EFL) programme.
Language and intercultural communication skills are considered to be basic skills in our globalizing world [19]. Professor of Global Englishes at the University of Southampton Jennifer Jenkins coincides that today Global Englishes is changing fast [18]. Scholars from different countries in their researches highlight the role of Global Englishes and intercultural communication in English Language Teaching. Now, English as a Lingua Franca is different because English as a Lingua Franca is not about a variety of English. It's about English used as a contact language, or a language of intercultural communication [13; 15; 20; 21; 23; 24; 25; 27].
Most students from their baccalaureate programs know how to plan research, collect and analyze data, interpret results, and how to write a research paper. But the research academic writing course is intended for undergraduate students involved in writing Master's theses to be presented in native language by the end of their study and in English language by the end of the course.
By the end of Master course at Sevastopol State University students will be able to: read written materials, evaluate them critically for further use in their teaching and research work; make presentations using appropriate logical structure, highlighting significant points; produce different types of academic writing, including articles, research reports, summaries, reviews and reports on professional issues, research papers; reference resources [1].
Therefore we need to learn the kind of English which is used in academic contexts, academic textbooks and articles, lectures and seminars; what vocabulary relating to being a student at a university or college present [2].
This paper focuses on research academic English study. Studying the academic English we present the kind of vocabulary that is used in academic speech and writing, for discussing ideas and research and for talking and writing about academic work that you need to be fully familiar with in order to feel comfortable in an academic environment [2; 3].
We are teaching English as a means of international communication, the scholars are daily required to study English, in order to communicate in this language when discussing their professional subjects.
There are many differences between formal, neutral and informal vocabulary in English. Here we list a number of words and expressions that are frequent in academic contexts, prepared by the students. The students use such resources, the cited books: A University Grammar of English by Randolph Quirk, Sidney; Academic Vocabulary in Use by Michael McCarthy, Felicity O'Dell (Cambridge University press); Cambridge Dictionary http://dictionary.cambridge.org; Greenbaum, Geoffrey Leech, Jan Svartvik (Longman); Longman Dictionary of Contemporary English (Longman) http://www.ldoceonline.com; Macmillan Collocations Dictionary (Macmillan);
Macmillan English Grammar in Context by Michael Vince (Macmillan); Merriam Webster https://www.merriam-webster.com; Practical English Usage by Michael Swan (Oxford); T. V. Yakhontova «English academic writing for students and researchers»; The Oxford Dictionary of Literary Terms: https://www.oxforddictionaries.com [4].
For their own glossary or term list by their Master's theses the students choose neutral vocabulary, appropriate for written and spoken contexts.
Finding the right information comes down to knowing the right key words and phrases. There are a few basic tools you should get together before you begin the process of finding and reviewing literature. One of the most basic is a good list of words and phrases that our students can use to search for literature online, particularly in a library database.
The students may be enrolled at a university which gives them access to large databases of journal articles, or they can get started with a basic search for literature using other tools, such as Google Scholar. But to find anything, they need a good list of search terms. We ask our students questions: what is your topic and which search terms did you try first? how long did it take you to find something useful?
We get a lot of research consultation inquiries from students, because more than half of them would be regarding how to do a literature review or how to find information on literature review. The first thing we would say to a student that came to us would be, did I understand their question? Most students that come to us don't really know what they're doing or where to start.
There are the strategies: get clarity what it's asking them to do, what the question is, check with supervisor. They don't know where to start. We help them before they'll search a database, we get them to type up a table with their questions, list the key concepts. And then beneath each key concepts, we ask them identify alternative terms, synonyms to those terms. We make them aware that different authors use different language to say the same thing. They identify a range of keywords they can use.
We propose useful links: Web of Science have an Unpaywall add-on or plugin for Chrome - this allows the latest published journals to be freely and legally available as a full text download and the University of Wollongong 'Literature Review Search Tracker' - an excel spreadsheet which lets us plan, organise and retrieve our searches across numerous discipline specific databases.
With the right tools and strategies, the students can quickly find and store information. The process of finding and selecting good sources is also helped by starting with a statement of the specific problem the research project as a whole will be investigating.
Nowdays the purpose is to find ways and means of making human linguistic communication more effective, a form of English to speak and write on professional subject. The researcher defines a corpus as a representative sample of language, compiled for the purpose of linguistic analysis. It provides accessible data for the use of different researchers. Its range and size are variable [2; 8].
There is a lot of new vocabulary to master when our students are reading and writing for a literature review. Some of it is used in a particular discipline or in academic contexts. The students use software such as Tom Cobb's Vocab Profiler, which helps them quickly categorise vocabulary in a text. They paste some text into it, and can see how much of the vocabulary of a text is made up of common everyday words, how much is academic, and how much is very rare (specific to a very particular context). Research suggests that we can only read quickly and comfortably when we immediately recognise almost all the words in a text.
The students use such resources, the cited books for preparing a number of words and expressions that are frequent in academic contexts,: A University Grammar of English by Randolph Quirk, Sidney; Academic Vocabulary in Use by Michael McCarthy, Felicity O'Dell (Cambridge University press); Cambridge Dictionary http://dictionary.cambridge.org; Greenbaum, Geoffrey Leech, Jan Svartvik (Longman); Longman Dictionary of Contemporary English (Longman) http://www.ldoceonline.com; Macmillan Collocations Dictionary (Macmillan); The Oxford Dictionary of Literary Terms: https://www.oxforddictionaries.com.
Preparing glossary and the term list by their Master's research paper the students use different resources:
1) Welcome to English Vocabulary Exercises (http://www.englishvoca bularyexercises.com/). (The Academic Word List (AWL) - is a list of words which appear with high frequency in English-language academic texts.
2) Corpus Concordance English: https://www.lextutor.ca/conc/eng/ (The big variety of corpuses and subcorpuses, 5 demos. They are divided into sections, each section includes classic mid-size corpora, some web culls, plus corpora developed by Lextutor users and students.).
3) Oxford Learner's Dictionaries: https://www.oxfordlearnersdictionaries. com/ about/wordlists/opal (responds to the realistic needs of courses and classrooms which typically mix a range of disciplines in the student populations.). The Oxford Phrasal Academic Lexicon (OPAL) - a collection of word lists that together provide an essential guide to the most important words to know in the field of English for Academic Purposes (EAP): written words, spoken words, written phrases, spoken phrases. There are 12 sublists, each sublist has about 100 - 120 words, 22000 words, over 50,000 corpus-based example sentences, 690 collocations notes showing over 26,000 collocations.
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 students' foreign language competence development [5].
Technology can support the learning of academic English words and phrases in a wide number of ways. 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 [17].
The students analyze the corpus in Internet: British National Corpus (http://www.natcorp.ox.ac.uk); The Bank of English (http://www. collins. co. uk/ Corpus/ CorpusSearch.aspx); American National Corpus (ANC) ( http:// American nationalcorpus.org); Michigan Corpus of Academic Spoken English: MiCASE (http://quod.lib.umich.edu/rn/micase).
Conclusion. We conclude that some most important features about blended learning are: the teacher must plan accordingly and ensure technology is not used for technology's sake. Blended learning is used to support pedagogical approaches, especially constructivist approach which includes learners' engaging in real world activities, building on their prior knowledge and experience, developing relevant skills and independence and working with teachers as facilitators instead of instructors, and using formative assessments to inform future learning needs. Blended learning is "Teaching 4.0". It is changing teaching and learning.
We use the described Internet resources in traditional and blended learning both to students of a language university, and a pedagogical area of training at various stages of vocational training. The results of the research can be applied for teaching a foreign language for scientific purposes for undergraduates in the pedagogical field of study.
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