Keyword: «английский язык»

An urgent issue in modern higher education, particularly when teaching English in a technical university, is the contradiction between the need for systematic monitoring of language skills development and the ineffectiveness of traditional assessment methods. These methods take up a significant amount of academic time and prevent the adaptation of the educational process to the individual needs of students. The aim of this study is to explore a dynamic approach to resolving contradictions: to evaluate the development of English language proficiency levels of technical university students based on their entrance and final tests in order to enhance the effectiveness of monitoring language acquisition. To achieve the goal, the following tasks were set: 1) To analyze the theoretical aspects of testing as an assessment tool. 2) To describe the stages and specifics of the entrance and final testing at the Russian University of Transport (MIIT). 3) To analyze the results of the entrance and final testing of 1st-year students of the Foreign Language Department of RUT (MIIT). 4) To evaluate the effectiveness of the applied testing format and to identify promising areas for its improvement. The testing results demonstrate the effectiveness of the applied format and its compliance with its purpose. The use of systematic entrance and final tests allows us to effectively monitor the dynamics of the development of English language proficiency among technical university students. This helps us to tailor educational materials to individual student needs, and as a result, increase the effectiveness of their learning. Based on a detailed analysis of the testing results, areas for further development were identified, in particular, the need to adjust the teaching methods for level B1. The theoretical significance of this research is the analysis of contemporary methods used to assess students in technical universities when learning English, as well as identifying the most effective methods for monitoring the progress of learning materials. The practical significance of this work lies in the analysis of the results from two years of testing, which shows a positive trend towards students' progress from A1 and A2 levels to higher levels, as well as a noticeable increase in their language proficiency. Additionally, the study demonstrates the transition of some students from the entry-level A0 to higher proficiency levels.

The relevance of the problem under study lies in the need to develop research skills, including academic writing abilities. A significant decrease in students' ability to write scientific texts in both Russian and English creates serious obstacles in the processes of scientific work and publication activity. This article comparatively analyzes methods of teaching academic writing, with the aim of identifying the most effective pedagogical approaches for developing scientific written communication skills in English among students of graduate school. The authors studied traditional linguistic, procedural, compositional, bilingual, and transdisciplinary teaching methods. The experiment, conducted at Kazan National Research Technological University, involved 80 students divided into four groups, each of which studied academic writing in English using one of the aforementioned methods. The effectiveness of the methods was assessed through testing and surveys of the students, as well as by evaluating a practical task that required writing an abstract for a scientific article. Based on the analysis, it was found that the compositional and bilingual approaches were the most effective in teaching academic writing, as they ensured a high level of preparedness among students for writing scientific abstracts. The traditional linguistic method improved grammar skills; however, it did not contribute to the development of critical thinking or the structure of the presentation. Meanwhile, the process approach yielded strong results in logical presentation but led to a high workload for both students and teachers. The theoretical significance of this article lies in its contribution to the development of educational methods in Russian universities, while the practical significance stems from its potential use in selecting more effective methods of teaching academic writing by educators developing curricula in the field of scientific communication.

The article is devoted to studying Latin borrowings as an effective method for teaching English language. The research focuses on exploring theoretical and practical aspects of this approach. It provides examples of how this methodology can be effectively used in introducing vocabulary during foreign language lessons. Additionally, it describes major innovative approaches within the field of education such as gamification with competitive elements, tactile learning techniques, adherence to cognitive-consciousness principle etc.

The relevance of the research problem is driven by several factors, including the need to adapt to new realities in the rapidly changing modern world, as well as the importance of fostering psychological resilience to such changes. In the context of foreign language teaching, the development of flexible thinking also takes center stage. In this way, cognitive flexibility influences one’s ability to sustain communication in daily life, successfully overcome barriers in interaction, perceive learning as a process where mistakes serve as opportunities for professional growth, lay the foundation for a growth mindset, and rely on critical thinking to understand the logic of a foreign language. Of particular importance is the study of cognitive flexibility in relation to English language teaching at a non-linguistic university, where students learn both general English and English for specific purposes. The latter involves simulating real workplace scenarios, analyzing professional case studies, and engaging in specialized discussions. Accordingly, the aim of this article is to outline the psychological and pedagogical aspects of developing cognitive flexibility in non-linguistic university students by identifying its key characteristics and proposing targeted exercises. The study is grounded in cognitive flexibility theory and constructivist theory of learning. The findings reveal the following features of cognitive flexibility: the ability to adapt to changing conditions, the capacity to generate novel and creative solutions, the application of existing knowledge in new contexts, the analysis of problems or situations from multiple perspectives, the ability to switch between different rules and tasks, and the demonstration of a growth mindset. Based on these characteristics, the paper describes task types that facilitate the acquisition of essential skills for adapting to the demands of the modern world. The theoretical significance of the study lies in its comprehensive examination of cognitive flexibility, enriching the understanding of executive brain functions and their application in foreign language learning. The practical significance of the research is twofold: it expands the methodological repertoire of creative exercises for English language instructors and it demonstrates the potential for applying the proposed techniques in other educational contexts, tailored to learners' needs.

The relevance of studying the problem of English language learning in engineering universities stems from the increasing demands on the proficiency level by employers and the inadequate number of academic hours devoted to the subject in university curricula. To overcome the challenges in training engineers with high proficiency in foreign language communication, we need to explore existing approaches to foreign language teaching and analyze their impact on educational quality. The aim of this article is to make a comparative analysis of two teaching methods (the grammar-translation method and the direct immersion method) to identify the most effective way for acquiring new English vocabulary and its practical application in oral communication. The experiment involved two groups of participants from the minor degree program "English for Professional Translation in the Field of the Oil and Gas Industry" at Kazan National Research Technological University. The main results showed that the group taught using the grammar-translation method demonstrated higher results in vocabulary acquisition compared to the group that employed the direct immersion method. This indicates the significance of explaining lexical units in the native language when learning foreign languages. Surveys also revealed that while the immersion method was more engaging for students, it caused discomfort due to the exclusion of their native language during the learning process. The theoretical significance of this work lies in confirming the necessity of researching and analyzing various approaches to foreign language teaching in higher studies, which can broaden the scope of contemporary methodological practices. The practical significance is that the findings can be useful for educators in developing curricula that promote more effective student learning by balancing interest and comfort in the language learning process. Future research may focus on optimizing approaches based on the needs and preferences of students, thereby enhancing the quality of the educational process in the field of foreign language professional communication.