Keyword: «иностранный язык»

The study focuses on analyzing the challenges of teaching industrial terminology to graduate students in foreign language classes at a technical university. The relevance of this problem is driven by time imperative. Modern graduate students must know, understand, and use industrial terminology of their professional field. The purpose of this research is to examine the challenges faced by teachers and graduate students at technical universities when learning industrial terminology. We used methods of analysis, synthesis, and pedagogical forecasting in order to achieve this objective purpose. We used the analytical method to identify existing problems of industrial terminology teaching and the effectiveness of teaching methods, including those in the framework of an internal assessment system for educational outcomes. The synthesis method was used to conduct an integrative literature review and summarize the obtained data. data. Moreover, we utilized industrial training methods such as secondment, buddying, and shadowing. The analysis allowed us to determine the current state of industrial terminology teaching. The incorporating technical vocabulary is essential of scientific research work (article writing, master's thesis), reading technical literature and catalogs, and professional communication. A competency-based approach was used in tandem with contextual, communicative, and linguacultural approaches. Analysis of the empirical data suggests that repetition of industrial terms gives immediate results. Graduate students use the vocabulary of the current lesson when they solve quests and project assignments, but over time, terminological corpus gradually diminishes during the second and third knowledge assessments. In turn, the contextual learning method gives more lasting results. Thus, both methods are effective and they are not interchangeable. We believe that the second method is an extension of the first, and their interaction significantly contributes to the growth of graduate students' vocabulary. The article has theoretical value because it clarifies and analyzes methodological approaches for terminological and communicative competence developing. The practical significance lies in the description of specific methods for working with terminology and the analysis of the problems of teaching industrial terminology for further application of the results obtained in the training of masters in technical fields.

People with ADHD have completely different brains, so it can be difficult for these students to absorb the material and learn a foreign language. It is important not to turn a blind eye to this problem and to modernize and improve learning processes to achieve maximum results. This article will present seven factors for improving the learning of a foreign language for people with ADHD, which will help modern educators understand potential students with ADHD.

The development of cognitive interest in primary school students is considered a significant problem in the field of modern pedagogy. This article examines the use of gamification as a pedagogical tool for developing cognitive interest in primary school students in English language lessons. The most important elements of gamification and the digital educational platforms WordWall and LearningApps, which were used during the experimental work, are described. It was found that the regular use of game elements in foreign language lessons promotes an increase in the level of cognitive interest among students. Gamification can be recommended by primary school teachers as an effective tool for enlivening educational activities.

The article discusses the theoretical and practical aspects of using integrated lessons as a means of increasing motivation to learn a foreign language among primary school students. According to numerous studies, it is clear that many teachers face the problem that students do not want to learn a foreign language. One of the reasons for this is low motivation. Integrated lessons are an effective method of increasing motivation to learn a foreign language, as they not only increase interest in learning the language but also broaden the student’s outlook.

This article examines a model for integrating English language instruction with professional subjects (History, Social studies, International Relations) within the training of future teachers and specialists in international relations. Methodological approaches, instructional modules, and assessment criteria aimed at developing professionally-oriented foreign-language competence are proposed, and examples of practical tasks and recommendations for implementation in a university curriculum are provided.