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ПЕДАГОГИЧЕСКИЕ НАУКИ
Редактор раздела:
ЮННА ВАЛЕРЬЕВНА СОРОКОПУД - доктор педагогических наук, профессор кафедры гуманитарных и естественно-научных дисциплин АНОВО "Московский Международный университет"
(г. Москва)
УДК 378.1
Abubakarova E.A., Cand. of Sciences (Pedagogy), senior lecturer, Altai Branch of Russian Academy of National Economy and Public Administration
under the President of the Russian Federation (Barnaul, Russia), E-mail: [email protected]
Manukhina I.A., Cand. of Sciences (Philology), senior lecturer, Polzunov Altai State Technical University (Barnaul, Russia), E-mail: [email protected]
Kandaurova Zh.N., senior teacher, Altai State University (Barnaul, Russia), E-mail: [email protected]
Razzamazova O.V., Cand. of Sciences (Philology), senior lecturer, Altai State Pedagogical University (Barnaul, Russia), E-mail: [email protected]
THE FORMATION OF STUDENTS' HUMANITARIAN CULTURE WITHIN THE CROSS-CULTURAL APPROACH IN PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE TEACHING. The paper deals with the formation of humanitarian culture among the students of non-linguistic universities within the process of their professional development. The research reveals the correlation between the development of a person's humanitarian culture and the learning foreign languages process related to the cultural socio-dynamics and cross-cultural approach. Special attention is paid to the identification of effective specific features, such as pedagogical conditions and methods necessary to implement humanitarization in foreign language classes. The authors point out qualitative characteristics of humanitarian culture components, the criteria and levels of its development. Both curriculum and methodology have been worked out to diagnose development levels of the humanitarian culture among the students as they allow verifying the effectiveness of the curriculum implementation. The introduction of a cross-cultural approach to the language training process among the students of non-linguistic universities encourages them to look for the common and the different in traditions, lifestyle, views and values both of their native culture and the culture of the language being studied. Students learn to understand and accept what is different from their worldview, to analyze all spheres of life including a professional one from an axiological point of view. The pedagogical experiment was carried out among the second year students of the Information Technology Department of Polzunov Altai State Technical University. The results of the experiment have shown the effectiveness of the curriculum and that its introduction into the learning process contributes to the improvement of level of humanitarian culture among the students of non-linguistic universities in the process of learning foreign languages.
Key words: humanitarian culture, cross-cultural approach, professionally-oriented foreign language teaching, humanitarization of higher education
Е.В. Абубакарова, канд. пед. наук, доц., Алтайский филиал Российской академии народного хозяйства и государственной службы
при Президенте Российской Федерации, г. Барнаул, E-mail: [email protected]
И. А. Манухина, канд. филол. наук, доц., Алтайский государственный технический университет имени И.И. Ползунова, г. Барнаул,
E-mail: [email protected]
Ж.Н. Кандаурова, ст. преп. Алтайский государственный университет, г. Барнаул, E-mail: [email protected]
О.В. Раззамазова, канд. филол. наук, доц., Алтайский государственный педагогический университет, г. Барнаул, E-mail: [email protected]
ФОРМИРОВАНИЕ ГУМАНИТАРНОЙ КУЛЬТУРЫ СТУДЕНТОВ В РАМКАХ КРОСС-КУЛЬТУРНОГО ПОДХОДА В ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОМ ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ
В статье рассматривается формирование гуманитарной культуры студентов неязыковых вузов в процессе их профессионального развития. В ходе исследования выявляется взаимосвязь между развитием гуманитарной культуры личности и процессом изучения иностранных языков, связанным с культурной социодинамикой и кросс-культурным подходом. Особое внимание уделяется определению эффективных специфических особенностей, таких как педагогические условия и методы, необходимые для осуществления гуманитаризации на занятиях по иностранному языку. Авторы указывают на качественные характеристики компонентов гуманитарной культуры, критерии и уровни ее развития. Разработаны учебная программа и методика диагностики уровней развития гуманитарной культуры учащихся, позволяющие проверить эффективность реализации учебной программы. Внедрение кросс-культурного подхода в процесс языковой подготовки студентов неязыковых вузов побуждает их искать общее и различное в традициях, образе жизни, взглядах и ценностях как родной культуры, так и культуры изучаемого языка. Студенты учатся понимать и принимать то, что отличается от их мировоззрения, анализировать все сферы жизни, в том числе и профессиональную, с аксиологической точки зрения. Педагогический эксперимент проводился среди студентов второго курса факультета информационных технологий Алтайского государственного технического университета имени И.И. Ползунова. Результаты показали эффективность учебной программы и то, что ее внедрение в учебный процесс способствует повышению уровня гуманитарной культуры студентов неязыковых вузов в процессе изучения иностранных языков.
Ключевые слова: гуманитарная культура, кросс-культурный подход, профессионально ориентированное обучение иностранному языку, гуманитаризация высшего образования
Being mostly driven by the economic benefits humans rarely think about the consequences of their actions as the age of high technologies encourages new discoveries. Russia's participation in widespread digitalization inevitably leads to changes both in the labour market itself and in the set of requirements for modern specialists. In the current process of interaction between humans and technology, spirituality and
morality are being gradually reduced to zero and considered to be outdated and unnecessary concepts that slow down technological progress. However, it's vital for future specialists to be guided not only by the tasks and goals of scientific and technological progress but by the humanistic goals as well; awareness of the cultural and historical mission of science and technology in the life of mankind as well as personal responsi-
bility for the decisions made are necessary conditions for the preservation and further existence of our civilization. Thus, the relevance of our study is explained by the necessity to overcome the technocratic mentality of future specialists that prevails in modern society and means the reduction of human activity to building up scientific and technical potential that can harm the person himself in his professional activity.
The purpose of our study is to reveal and prove the correlation between the development of a person's humanitarian culture and the learning foreign languages process related to the cultural socio-dynamics and cross-cultural approach.
The tasks of our study are the following: to reveal and describe the theoretical aspects of the formation of students' humanitarian culture in general and in the process of foreign language teaching in particular; to define and describe the pedagogical conditions for the formation of students' humanitarian culture; to develop criteria and determine the levels of students' humanitarian culture; to develop and implement a foreign language curriculum which promotes the formation of students' humanitarian culture as a part of cross-cultural approach in professionally-oriented foreign language teaching; to assess the effectiveness of a new foreign language curriculum for non-linguistic students as a tool of humanitarian culture development.
The scientific novelty of our research lies in the development of a curriculum on the basis of the correlation between a professionally-oriented foreign language teaching and the formation of students' humanitarian culture and substantiation of its effectiveness for non-linguistic students.
The practical significance of our research is that all theoretical background, the curriculum with cultural elements and diagnostic methodology have been tested in the teaching practice of higher education and can be used by foreign language teachers of non-linguistic universities to measure, form and develop a humanitarian culture of students in the process of professionally-oriented foreign language teaching within the cross-cultural approach.
Higher professional education can be seen as the combination of two aspects. The first aspect is a social aspect which means that the system of higher professional education performs a number of social functions, for example, it prepares specialists for the labor market. The second aspect is a cultural and anthropological aspect which presupposes the formation of a specialist 's personality in the process of training and satisfaction of his needs for self-development, self-knowledge and cognition. The deformation of the dialectical unity of the professional and general cultural aspects towards technocratism observed in the modern system of higher professional education today can be eliminated by the introduction of a new humanistic teaching model. This model assumes the transition from the formation of an "educated person" to the formation of a "person of culture" through the development of the humanitarian culture of students. Unlike an "educated person" who has both assimilated the achievements of society and learnt how to use them, a "person of culture" is able to conjugate irreducible cultures in his mind and to focus on representatives of other cultures in their professional activities participating in a dialogue of cultures [1].
We share the opinion of many scientists (B.G. Ananiev [2], I.S. Kon [3], V.T. Lisovsky [4], etc.), whose works deal with the age-related psychological characteristics of people, that the student age (adolescence) is the most favorable period for both the formation and development of moral and ethical qualities of an individual and the introduction to the world of culture. It is the age when a conscious interest to the problems of morality and ethics arises and the conscious motives of behavior became stronger. As you know, language does not exist outside of culture. Linguistic structures are based on sociocultural structures [5]. Therefore, a significant role in the formation and development of humanitarian culture among the students of engineering specialties is performed by the academic discipline "Foreign language». It is worth mentioning that teaching a foreign language in a modern university should be carried out on the basis of intercultural perspective. Using a cross-cultural approach in the process of teaching students a foreign language allows fulfilling developmental, cognitive, educational, professional and educational functions; it also presupposes the unity of teaching tools, goals, contents and methods of teaching. The cross-cultural approach in language training helps engineering students to learn about foreign language culture in the form of a dialogue of cultures. They not only become familiar with the cultural values of native speakers, but they develop their own cultural identity as well. Students are shown how to perceive various activities, including professional ones, through the backbone cultural concepts which form the basis of the individual's humanitarian culture [6].
Many philosophers and scientists of the past spoke about the inevitability of the spiritual crisis that modern society is facing today, the contradiction between the development of technology and culture being the main reason.
Kant considered this stage in the development of society to be inevitable and called it "civilization" having pointed out the danger of its self-destruction due to the lack of spirituality. K. Jaspers viewed technology development as the source of great opportunities and great danger to the human life due to its complete subordination to technological progress [7]. N.A. Berdyaev described the power of technology over a person as a consequence of humanism crisis in society, pointing out the release of an individual's creative potential and the development of its spiritual component as the necessary conditions to overcome the crisis [8].
The formation of an individual humanitarian culture mostly occurs in the family, while communicating with other people, interacting with works of literature, cinema and art. However, education can also greatly contribute to the development of an individual's humanitarian culture, being the result of overcoming the spiritual crisis in society.
The processes of mastering one's native culture and studying a foreign culture differ due to the basic principles of information perception. The process of mastering one's native culture is characterized by a movement from the general to the particular, from the culture phenomenon to the linguistic means which reflect this phenomenon. Therefore, native culture is initially perceived as something integral similar to the world perception, which having passed through consciousness and fixed in the language then forms one's cultural world view [9]. In other words, introduction to a foreign culture starts from the foreign language study. Unlike the process of mastering a native culture foreign language study can be purposeful and manageable. While learning a new linguistic form students get to know the phenomenon or concept that lies behind it. So, foreign language study allows students to reconstruct the culture of the language being studied and therefore, unlike the native culture, foreign culture is not an integral entity for them. While learning foreign languages students get new knowledge, constantly expand their understanding of a foreign culture, based on the concepts shaped in the process of mastering the native culture. Native culture and native language, in this sense, are the very base for an individual to familiarize oneself with world culture.
Research analysis both in teaching foreign languages methodology and in related fields, as well as the study of advanced teaching experience has showed that a cross-cultural approach in professionally-oriented foreign language teaching can be treated as a fundamental condition in the process of forming a humanitarian culture among the students of non-linguistic universities. The cross-cultural approach based on the dialogue concept of cultures developed by M.M. Bakhtin and V.S. Bibler ensures the shaping of a personality with profound appreciation of other cultures, the holistic perception of world culture and respect for other cultures [10].
The research was carried out among the first and second year students of Polzu-nov Altai State Technical University. Among the respondents there were 247 students of the Information Technology Department who were studying English at that moment and 43 university professors of the Foreign languages department. The control and the experimental groups (32 people in each) were formed for the pilot and experimental work. Both experimental and control groups were also made from the second year students who studied English as a second language but they were taught by different teachers. Students of the control group were taught in accordance with a federal academic curriculum "Foreign language for non-linguistic faculties and universities". The teacher of the experimental group used a specialized curriculum for formation of humanitarian culture among the students of technical universities within cross-cultural approach in teaching foreign languages. Random sampling method was used to divide students into the control and experimental groups. The test subjects were not informed about their participation in the experiment.
Various research methods were used to increase the reliability of the initial factual data. They were pedagogical observation methods, survey methods (conversation, interview, questionnaire and etc.), analysis and synthesis techniques of mathematical and statistical processing methods. Among the diagnostic methods used to collect data there was a modified methodology for studying the motivational sphere, a method for defining the formation level of humanitarian culture among the students, a methodology for determining the formation level of students' humanities by components.
Humanitarian culture is an integral part of the basic culture of an individual. According to the concept of I.Ya. Lerner, M. N. Skatkin and V. V. Kraevskiy it includes such components as the individual's cognitive experience, the practical activity experience, the creativity experience and the individual's relationship experience [11]. This concept allows us to identify four interrelated components of the humanitarian culture of an individual:
• emotional-value component;
• cognitive component;
• communicative component;
• activity-based component.
These components are not isolated and static; they are in constant development and interaction with each other, all these help an individual to acquire a certain level of humanitarian culture.
We have also worked out several criteria to study the formation of humanitarian culture among the students of non-linguistic specialties in the learning foreign languages process on the basis of a cross-cultural approach. They are:
• the development of internal motivation among the students studying foreign languages;
• students' interest in native and foreign language culture;
• professional and personal relevance of sociocultural knowledge;
• reading activity.
In our research we distinguish four levels of the individual's humanitarian culture development:
• critical level;
• insufficient level;
• acceptable level;
• optimal level.
The aim of the diagnostic step was to diagnose the formation levels of the humanitarian culture among the students and the creation of positive motivation for its further development. It should be noted, that at the very beginning it is necessary to form internally oriented language learning motives to make the development of the humanitarian culture of students within a foreign language training process more effective.
Taking into account that curriculum might be one of the key in factors which can influence the dynamics of a person's motivation development in learning a foreign language, a set of cross-cultural tasks on regional studies about Great Britain was included into the experimental program. These tasks encouraged the students to learn about the culture and the traditions of this country within the cross-cultural approach, i.e. in comparison with their native culture. Authentic printed materials (newspapers, magazines, advertising, theatrical brochures, etc.), video and audio content (films, news, excerpts from television programs, shows, etc.) as well as Internet content were actively used at this stage. The selection of all educational material was based on the following criteria: orientation to students' interests; language learning level correspondence; difference from the norms of native culture.
The study of the foreign language culture realities was carried out according to the certification of key words method by L.B. Voskresenskaya [12]. Within this stage several extracurricular activities dedicated to introduction to the culture of Great Britain were held. There was an online meeting with students from the UK; a literary evening dedicated to the art of English writers and poets; a public lecture by Professor Alistair Mitchell from Scotland about interrelationship between language and culture.
The aim of the formative step was to develop the humanitarian culture among students as an important component of their professional culture. Within this experimental step it was important to make the students realize that, having mastered their intercultural communication skills and improved their intercultural knowledge, they become more competitive in the labor market, enhancing opportunities to take a desired position in society [13]. Thus, during the educational process we constantly maintained the following chain "the motive - the action - the result".
The work with authentic professionally oriented material (scientific articles from English-language scientific periodicals, monographs, materials of international scientific conferences, etc.) turned out to be promising at this stage. Working with current professionally oriented material the students dealt with up-to-date professional vocabulary. Authentic material was chosen in accordance with the interests of the students, as well as the peculiarities of their future profession. A specially developed system of speaking activities encouraged the students not only to expand their professional vocabulary but to learn to evaluate the moral aspect of scientific discoveries and view their consequences. To create the situations within professionally oriented communication, the researchers used such modeling techniques as business and role-playing games. In addition to the traditional forms of game- based activities (individual, pair, frontal) a collective form was used as well as work in pairs in changing teams. It made it possible to repeat the topic under study several times. More than that, in game-based learning the psychological tension of the participants of the game decreased. Every student got the opportunity to express his personal qualities and creativity [14].
The students were also offered some individual reading and writing assignments as their independent extracurricular work. They were supposed to write an essay on the basis of the content they had read by themselves. Depending on the language level every student could choose an appropriate popular-scientific text (prepared or authentic) for extracurricular reading and formulate a topic for an essay. In the process of this educational activity, we have solved the following tasks:
• the students studied up on the latest and the most important achievements in the world of science;
• the students learned to create their own attitude towards different scientific achievements and pronounce moral judgements;
• the students realized the importance of foreign language learning for their further professional development.
The aim of the creative step was to encourage students to use their abilities, skills and academic knowledge acquired during the learning foreign languages process at the technical university. They were fostered to act as if in the real professional intercultural communication. The targets of the creative step were as follows:
• students' research skills development;
• to encourage students' creativity;
• to ensure the significance of the acquired academic and cross-cultural skills and knowledge;
• to create necessary pedagogical conditions for students to perform various tasks using their cross-cultural knowledge, skills and abilities in practice.
Following this pilot program, an international information project "Culture and Science" was organized, where students from different countries took part. One of the students' tasks was to collect data that could confirm the correlation between their native culture and the peculiarities of its scientific views. The project work was carried out in English. The students worked in close cooperation with the university professors of two departments - the foreign languages and social sciences department. Students' reports and slide shows were made on the project's findings. The best reports were further presented in intra-university and then inter-university conferences.
The use of the project method at this stage of our experimental work gave good results. The students' listening and speaking skills had a great improvement. For most students the project work developed their social and collaborative skills, their sense of self-esteem and as a result their self-motivation to intercultural communication, which is consistent with findings in other studies [15, 16].
The aim of the evaluative and corrective step of the experimental program was to monitor and correct the formation levels of the humanitarian culture among the students studying foreign languages at the technical university within the cross- cultural approach, as well as to update the needs of the students for its further formation and self-improvement. The main tools and methods of this step were stimulation, diagnostics, self-control and final control. The final control was carried out in the form of an exam.
To make the findings of the work visible, the authors compared the formation levels of students' humanitarian culture and analyzed the data of the experimental and control groups before and after the experiment. The experimental results are shown in table 1.
Table 1
The experimental results that show the formation levels of humanitarian culture among the students from the experimental and control groups before and after the experiment.
Levels Experimental group (32 people) Control group (32 people)
before after before after
Optimal 0.00 21.88 3.12 6.25
Acceptable 21.88 53.12 21.88 34.37
Insufficient 46.87 21.88 50.00 43.75
Critical 31.25 3.12 25.00 15.63
To check the statistical reliability of the results obtained during the experimental work, the Pearson x2 (chi- square) criterion was used. Before the experiment x2 experimental = 1.18; x2 critical = 7.8 for P = 0.05 and V = 4-1 = 3, since x2 critical> x2 experimental, these results stated the difference in statistics between the the control and experimental groups data. The experiment showed out x2 experimental = 28.34, where x2 critical <x2 experimental. All these allow to conclude the existence of the relevant difference between the results in both groups. Moreover, the results of the experimental group showed significant improvement after this experiment.
The experimental data showed the increase in level of 21.88% among the students with an optimal formation level of humanitarian culture in the experimental group, while the other group, the control group, managed to reach only 3.13% increase among the students with an optimal formation level of humanitarian culture.
As for the acceptable level of humanitarian culture the indicators showed the 31.24% increase in the experimental group, the control group stated 12.49% rise, the corresponding control group decrease achieved only 6.25%, while the experimental group results revealed 24.99%decrease. The analysis of the critical formation level of humanitarian culture, revealed 9.37% decrease by in the control group, while the experimental group by 28.13% decrease.
Table 2
Components Emotionally-valuable Cognitive Communicative Activity orientated
Levels
Optimal 3,12 18,76 6,26 18,76 9,38 21,88 0,00 12,60
3,12 6,25 3,12 9,38 6,25 6,25 0,00 3,12
Acceptable 18,76 63,13 16,62 46,87 18,76 40,63 26,00 31,26
15,63 28,13 18,75 25,00 15,63 21,88 25,00 34,38
Insufficient 31,26 26,00 26,00 28,13 18,76 34,37 31,26 40,63
37,50 31,25 28,13 31,25 28,12 53,12 34,37 25,00
Critical 46,88 3,12 63,12 6,26 63,12 3,12 43,76 16,62
43,75 34,37 50,00 34,37 50,00 18,75 40,63 37,50
Symbols: bold style - experimental group, regular - control group.
The formation dynamics of the humanitarian culture among the students from the experimental and control groups before and after the experiment, (%)
One of the targets of this experiment, concerning both experimental and control groups, was to monitor the formation dynamics of the humanitarian culture among the students in accordance with the research components. The findings are shown in table 2.
The analysis of the findings percentage ratio has showed that the indicators of the formation levels of humanitarian culture components have changed after the experiment in both control and experimental groups. The greatest increase (25%) was shown by the control group at the insufficient formation level of the humanitarian culture communicative component. The experimental group achieved the greatest increase of 34% in the emotional-value and of 31% cognitive components of the individual's humanitarian culture at the acceptable level.
The results of this study lead to the following conclusions:
1. It has been proven that professionally-oriented foreign language teaching at non-linguistic university within the cross-cultural approach can be an effective tool in the formation of humanitarian culture among students. However, the following pedagogical conditions should be observed: pedagogical diagnostics; formation of students' self-motivation in studying foreign languages and cultures; content selection in teach-
Библиографический список
ing foreign languages within the principles of professional and intercultural orientation; the use of the complex of forms, tools and methods in accordance with the peculiarities of the humanitarian culture formation process; extracurricular activities in teaching foreign languages; interdisciplinary integration;
2. The effectiveness criteria for the development of students' humanitarian culture in the process of professionally - oriented foreign language teaching have been defined as follows: self-motivation to learn a foreign language; personal interest in native and foreign cultures; professional and personal relevance of knowledge of the foreign language and socio-cultural knowledge of the country of the target language; foreign language reading activity.
3. The developed and implemented foreign language curriculum based on a cross-cultural approach increases the level of students' humanitarian culture and proves its effectiveness;
Thus, the stated tasks of the study have been completed and its purpose has been achieved. However, the prospect of further research is to study the possibility of the continuous formation of students' humanitarian culture in the system "school-higher education" in the process of teaching a foreign language within cross-cultural approach.
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Статья поступила в редакцию 27.04.23
УДК 378
Aleksandrov A.V., teacher, Financial University under the Government of the Russian Federation (Moscow, Russia), E-mail: [email protected]
SPECIAL ASPECTS AND PROBLEMS WHEN TEACHING NON-LINGUISTIC STUDENTS LISTENING AND COMPREHENSION. Both special aspects and problems when teaching non-linguistic students listening and comprehension in the new stage of professional-oriented approach have been considered in the article. Development of listening skills and listening and comprehension is one of the most important and complex task of teaching foreign languages to students within the framework of a particular university syllabus. Research done by questionnaire method, among first-year and second-year law students, shows that 97% consider this most important speech activity to be the most challenging for their own perception. Ability to listen plays a vital role in daily life. Listening and comprehension is performed with three main tasks - academic aim, extraction of new, necessary information and entertainment. Foreign language teachers should clearly understand difficulties and problems arising when teaching non-linguistic students listening and comprehension. To understand these problems helps teachers develop new, efficient strategies, practices and methods of teaching listening and comprehension and eventually improve listening skills and habits in non-linguistic students.
Key words: teaching listening and comprehension, specifics and problems when listening teaching and comprehension, communicative approach, teaching non-linguistic students listening and comprehension
