2020 Vol. 4 Issue 1 - TRAINING, LANGUAGE AND CULTURE - ICC
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ISSN 2520-2073 (print)
ISSN 2521-442X (online)
TRAINING, LANGUAGE
AND CULTURE
Profession-Oriented Research:
Educational and Methodological Perspectives
Edited by Dr Robert O’Dowd
Vol. 4
Issue 1
2020
Issue DOI: 10.22363/2521-442X-2020-4-1
The quarterly journal published by
Peoples’ Friendship University of Russia (RUDN University)
TRAINING, LANGUAGE AND CULTURE
ISSN 2520-2073 (print)
ISSN 2521-442X (online)
A quarterly journal published by RUDN University
EDITORIAL BOARD
Dr Elena N. Malyuga Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
Barry Tomalin Glasgow Caledonian University London, London, UK
Dr Michael McCarthy University of Nottingham, Nottingham, UK
Dr Robert O’Dowd University of León, León, Spain
Dr Elsa Huertas Barros University of Westminster, London, UK
Dr Olga V. Aleksandrova Lomonosov Moscow State University, Moscow, Russian Federation
Dr Lilia K. Raitskaya Moscow State Institute of International Relations (MGIMO University), Moscow, Russian Federation
Dr Alex Krouglov University College London, London, UK
Dr Igor E. Klyukanov Eastern Washington University, Cheney, USA
Michael Carrier Highdale Consulting, London, UK
Dr Joongchol Kwak Hankuk University of Foreign Studies, Seoul, Korea
Dr Chai Mingjiong Shanghai International Studies University, Shanghai, China
Dr Claudia Schuhbeck International Certificate Conference – The International Language Association (ICC), Mexico City, Mexico
Dr Enrique F. Quero-Gervilla University of Granada, Granada, Spain
Dr Iván Vicente Padilla Chasing National University of Colombia, Bogotá, Colombia
ADVISORY BOARD
Robert Williams University of Westminster, London, UK
Anthony Fitzpatrick International Certificate Conference – The International Language Association (ICC), Bochum, Germany
Myriam Fischer-Callus International Certificate Conference – The International Language Association (ICC), Bochum, Germany
EDITORS Elena N. Malyuga, Editor-in-Chief (RUDN University) malyuga-en@rudn.ru
Barry Tomalin, Co-Editor (ICC) barrytomalin@aol.com
Elizaveta G. Grishechko, Executive Secretary (RUDN University) grishechko-eg@rudn.ru
COMPUTER DESIGN Elizaveta G. Grishechko
FOUNDERS Peoples’ Friendship University of Russia (RUDN University)
6 Miklukho-Maklay Str., 117198 Moscow, Russian Federation http://eng.rudn.ru/
International Certificate Conference – The International Language Association (ICC)
Bochum, Germany https://icc-languages.eu/
PUBLISHER Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
6 Miklukho-Maklay Str., 117198 Moscow, Russian Federation
CORPORATE CONTRIBUTORS Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
International Certificate Conference – The International Language Association (ICC), Bochum, Germany
EDITORIAL BOARD ADDRESS 6 Miklukho-Maklay Str., 117198 Moscow, Russian Federation
EDITORIAL BOARD POSTAL ADDRESS 6 Miklukho-Maklay Str., Office 97, 117198 Moscow, Russian Federation
PHONE +7 (925) 585-67-46
EMAIL info@tlcjournal.org
Training, Language and Culture is accessible online at https://rudn.tlcjournal.org/ and https://icc-languages.eu/tlcjournal/.
Publication schedule: four issues per year coming out in March, June, September and December.
Printing run 100 copies. Order No 87. Open price.
Signed to print 18.03.2020. Date of imprint 27.03.2020. Format 60х84/8.
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© Peoples’ Friendship University of Russia, 2020
AIMS AND SCOPE Training, Language and Culture (TLC) is a peer-reviewed journal that aims to promote and disseminate research spanning the spectrum of language and linguistics, education and culture studies with a special focus on professional communication and professional discourse. Editorial Board of Training, Language and Culture invites research-based articles, reviews and editorials covering issues of relevance for the scientific and professional communities. FOCUS AREAS Training, Language and Culture covers the following areas of scholarly interest: theoretical and practical perspectives in language and linguistics; culture studies; interpersonal and intercultural professional communication; language and culture teaching and training, including techniques and technology, testing and assessment. LICENSING All articles and book reviews published in Training, Language and Culture are licensed under a Creative Commons Attribution 4.0 International Li- cense (CC BY 4.0). 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ETHICAL PRINCIPLES In selecting (review process included), preparing (editing) and publishing manuscripts, editors of Training, Language and Culture are guided by inter- national standards of publication ethics. TLC Editorial Board will carefully and responsibly consider all reasonable complaints regarding violations found in published materials. Journal publisher, RUDN University, is a co-founder and member of the Association of Science Editors and Publishers (ASEP) and supports the ASEP Declaration on Ethical Principles for Scientific Publications. The journal also adheres to the policies promoted by the Committeee on Publication Ethics (COPE). COPYRIGHT NOTICE The right of authorship belongs to the authors of articles. The authors transfer the rights to use the article (including the use and distribution of an ar- ticle in the Open Access) to the publisher of the journal on a non-exclusive license (Publishing Agreement (Public Offer) available on TLC website). 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Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020 rudn.tlcjournal.org
CONTENTS
5 About our contributors
6 Introduction to Issue 4(1) by Guest Editor Dr Robert O’Dowd
Original Research
8 PROFESSION-ORIENTED TRAINING OF FOREIGN LANGUAGE TEACHERS IN MODERN
CONDITIONS
by Tatiana A. Dmitrenko and Olga A. Kadilina
22 TEACHING ACADEMIC WRITING: A SHIFT TOWARDS INTERCULTURAL RHETORIC
by Elina S. Chuikova
33 BUSINESS CULTURAL TRAINING IN A GLOBALISED ECONOMY
by Dominique Vouillemin
44 ENHANCING THE DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN
BUSINESS AND STUDY ENVIRONMENTS
by Ozlem Yuges
55 SUCCESSFUL INTERNATIONAL COMMUNICATION
by Chia Suan Chong
66 THE ROLE OF TOPONYMIC PERIPHRASIS IN DEVELOPING PROFESSIONAL COMPETENCE IN
LEARNING SPANISH
by Olga S. Chesnokova, Marija Radović and Alexey V. Akhrenov
Book Reviews
75 Let’s talk: How English conversation works (a review)
original work by David Crystal reviewed by Barry Tomalin
78 Your voice speaks volumes: It’s not what you say but how you say it (a review)
original work by Jane Setter reviewed by Maurice Cassidy
News & Events
81 ICC News by Robert Williams
82 EUROLTA News by Myriam Fischer Callus
83 RUDN University News by Elena Malyuga
4 Training, Language and Culture
Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020 rudn.tlcjournal.org
Chia Suan Chong
About our Holds CELTA and DELTA qualifications, a LCCI
Cert TEB in teaching Business English, and a MA
contributors in Applied Linguistics and English Language
Teaching from King’s College London. A writer, a
communication skills and intercultural skills trai-
Tatiana A. Dmitrenko ner, and a teacher trainer.
DSc in Education. Professor in Foreign Languages
Dpt, Faculty of Foreign Languages, Moscow Pe- Olga S. Chesnokova
dagogical State University (MPGU), Russia. Acade- DSc in Linguistics, Professor in Foreign Languages
mician of the International Teachers’ Training Aca- Dpt, Faculty of Philology, Peoples’ Friendship Uni-
demy of Science. Research interests cover theory versity of Russia (RUDN University). Member of
and practice of intercultural professional commu- the International Association for Dialogue Analysis
nication and professional-focused technology in (IADA) and Asociacion de Hispanistas de Rusia.
intercultural communication teaching.
Marija Radović
Olga A. Kadilina CSc in Linguistics, Lecturer in Foreign Languages
CSc in Linguistics, Senior Lecturer, Kutafin Mos- Dpt, Faculty of Philology, Peoples’ Friendship Uni-
cow State Law University (Russia). Research inte- versity of Russia (RUDN University). Teaches Prac-
rests cover linguistic identity and personality, vo- tical Spanish, Translation Theory 101, and Profes-
cational training, language for specific purposes, sional Translation. Research interests cover Spa-
and foreign language teaching methodology. nish language teaching and functioning.
Elina S. Chuikova Alexey V. Akhrenov
CSc in Education, Associate Professor, Head of CSc in Linguistics, Associate Professor in the Dpt
Foreign Language Teaching Methodology Dpt at of Indo-European and Oriental Languages,
Samara Branch of Moscow State Pedagogical Uni- Moscow Region State University (Russia). Rese-
versity (Russia). Research interests cover academic arch interests cover foreign language teaching me-
writing, internationalisation of education, foreign thodology, Spanish language and culture.
language writing competence.
Barry Tomalin
Dominique Vouillemin Joint Managing Editor of TLC and a board member
Teacher and teacher trainer at International House of ICC. A specialist in international communica-
London, specialising in language learning and in- tion, cultures, soft power and media. Founder and
ternational communication and cultures. Tutor on facilitator of the Business Cultural Trainers Certifi-
the IH Business Cultural Trainers Certificate. Runs cate. Teaches at Glasgow Caledonian University
Cambridge University Cert IBET courses. London, the Academy of Diplomacy and Interna-
tional Governance at Loughborough University.
Ozlem Yuges
CSc in Linguistics, ICC Coordinator, teacher and a Maurice Cassidy
trainer at International House London Executive Senior English as a Foreign Language international
Centre. Has been working in education with va- consultant, specialist in ELT and former Director of
rious age groups including young adults and adult the Executive Centre at International House Lon-
education since 2006. Has been involved in ongo- don. Past Chair of Business English UK. Has travel-
ing professional development and curriculum de- led widely internationally, inspecting language
velopment in language education. schools and training teachers.
Training, Language and Culture 5
Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020 rudn.tlcjournal.org
cation. Coming from this background, I was fasci-
Introduction to nated to read the submissions to this edition of
TLC which all deal with issues related to professio-
Issue 4(1) nal competence development, intercultural com-
municative competence enhancement, profession-
oriented training of foreign language teachers as
by Guest Editor Dr Robert O’Dowd well as teaching academic writing.
The first article in this special edition is entitled
Welcome to Issue 4(1) of Training, Language Profession-oriented training of foreign language
and Culture. teachers in modern conditions and has been aut-
It is an honour for me to be invited to be Guest hored by Tatiana A. Dmitrenko and Olga A. Kadi-
Editor for this special issue of the journal on the lina. In this article, the authors evaluate the oppor-
theme of Profession-Oriented Research: Educatio- tunities and ways to improve professional training
nal and Methodological Perspectives. This theme for competitive specialists. They analyse global
is clearly a very relevant one for the times we are educational practices, define the concept of ‘pro-
living in. The dual phenomena of globalisation fession-oriented training technology’ and consider
and online communications technologies have general trends and principles for modelling profes-
brought about dramatic changes in the fields of sion-oriented technologies. The authors argue that
business, industry and the professions in the first applying profession-oriented training technology
two decades of the 21st century. In addition, cer- ensures that high quality training will result in the
tain related trends have accelerated the impact of development of competitive specialists who have
these changes: the interdependency of economies qualifications which comply with world standards.
around the world, the international outsourcing of Following this, Teaching academic writing: A
manufacturing services, increased dependence on shift towards intercultural rhetoric by Elina S.
migrant workers and international multi-site colla- Chuikova looks at the area of intercultural rhetoric
boration in product development. All these factors which she claims will bring a new view on writing
have served to highlight the importance of develo- culture but which, in her opinion, still requires fur-
ping students’ foreign language and intercultural ther research. Her paper uses data taken from the
competences in order to make them both effective texts of MA students to estimate which elements of
members of the global workforce and also active academic writing merge. The author looks at va-
global citizens. Simply put, in order to live and rious levels of cultural mismatches and considers if
work in our globalised world, students need to the integration tendencies take place at levels of
learn how to communicate and collaborate effec- text creation. She identifies the formation of two
tively with people from other cultures and it is in major characteristics in academic intercultural
the foreign language classroom where they can communication: individuality and authenticity.
best be prepared for this challenge. In the article Business cultural training in a glo-
For many years, I myself have studied how to balised economy, Dominique Vouillemin argues
develop students’ intercultural communicative for a reconceptualisation of the concept of cultural
competence through engaging them in online col- training in business. The author suggests that the
laboration projects with partners from other coun- fact that every area of business increasingly invol-
tries. This activity, known as Virtual Exchange or ves multinationals means that the cultural analysis
telecollaboration, has grown in popularity in re- of countries as independent entities is increasingly
cent years as both educators and universities are irrelevant. This means that the models developed
looking for alternatives to physical mobility pro- by Hofstede, Trompenaars, Lewis and Meyer need
grammes for giving students an international to be viewed in a new light and that emphasis
learning experience as part of their university edu- should be placed on the concepts they have devel-
6 Training, Language and Culture
Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020 rudn.tlcjournal.org
oped rather than the countries they were applied cal periphrasis or metaphors of two Spanish-spea-
to. The article explores how cultural concepts can king countries: Peru and Panama. In the article,
be applied to business and concludes by sug- the authors examine approximately ninety place
gesting practical training activities to raise cultural names of Peru and Panama. They justify their
awareness and improve business performance. choice based on their lingua-cultural, geographi-
Staying with the theme of culture in business cal, associative, and commemorative significance
contexts, Ozlem Yuges’ article Enhancing the de- for Peruvian and Panamanian people. The authors
velopment of intercultural communicative compe- report that the historical, linguistic and onomastic
tence in business and study environments explores approaches which are proposed in this research
the development of intercultural communicative reveal different mechanisms of metaphorical na-
competence in English language teacher training ming and renaming. The authors then go on to
and management. The author asks how establis- consider a practical application of their research
hing effective and appropriate behaviour within by evaluating the role of toponymical periphrases
intercultural communication can promote effective in developing the professional competences of
communication in teacher training programmes Russian university students studying Spanish. They
and in management training. To answer this ques- suggest that knowing toponymical metaphors enri-
tion, the article explores how the concept of inter- ches the professional competences of students and
cultural sensitivity is integrated into intercultural can contribute to developing students’ intellectual
communicative competence in training program- activities and forming aesthetic values.
mes and how it can facilitate the development of These six articles are followed by two very inte-
overall sensitivity. In doing so, it identifies some of resting review pieces: the recent publication by
the enabling and hindering features that shape the world famous linguist David Crystal Let’s talk:
development of intercultural communicative com- How English conversation works is reviewed by
petences in English language and culture in trai- Barry Tomalin and Jane Setter’s book on pronun-
ning courses in management or university. ciation Your voice speaks volumes: It’s not what
In Successful international communication, you say but how you say is reviewed by Maurice
Chia Suan Chong explores what successful com- Cassidy.
munication in international organisations involves In conclusion, I would like to thank the authors
and offers a wide range of strategies and techni- and reviewers for their contributions to this
ques that business English and management trai- edition. I feel that the articles and reviews here
ners can use to improve communication in multi- make a strong contribution to our knowledge of
national teams and with clients and partners when how culture and language interact together and
using English as a lingua franca. The principles how the nexus of the two has such an important
and good practice suggestions which are included role to play in how people communicate, learn
in this paper will be helpful to teachers and trai- and work in international contexts. I would also
ners who are helping students and managers to like to thank TLC Editors Elena Malyuga and Barry
work with international staff in their own country Tomalin, and Executive Secretary Elizaveta Gris-
or abroad. The article is full of practical tools and hechko, for giving me the opportunity to be invol-
advice about intercultural communication in ved in this edition.
English that can be put into practice in a wide ran- As is customary, the issue also comes with re-
ge of training and work contexts. cent news from ICC, EUROLTA and RUDN Uni-
The final article in this issue is The role of to- versity.
ponymic periphrasis in developing professional TLC welcomes contributions in the form of arti-
competence in learning Spanish by Olga S. Ches- cles, reviews and correspondence. Details are
nokova, Marija Radović and Alexey V. Akhrenov. available online at rudn.tlcjournal.org. Feel free to
In this article the authors investigate the toponymi- contact us at info@tlcjournal.org.
Training, Language and Culture 7
Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21
Guest Editor Dr Robert O’Dowd
Original Research
Profession-oriented training of foreign language
teachers in modern conditions
by Tatiana A. Dmitrenko and Olga A. Kadilina
Tatiana A. Dmitrenko Moscow Pedagogical State University dmit.t.a@mail.ru
Olga A. Kadilina Kutafin Moscow State Law University olgakadilina@gmail.com
Date of submission: 22.01.2020 | Date of acceptance for publication: 2.03.2020
Recommended citation format: Dmitrenko, T. A., & Kadilina, O. A. (2020). Profession-oriented training of foreign
language teachers in modern conditions. Training, Language and Culture, 4(1), 8-21. Doi:
10.22363/2521-442X-2020-4-1-8-21
The study discusses the problem of competitive specialist training in the field of intercultural contacts and
aims to assess the opportunities and main means to improve professional training for competitive
specialists, which are considered quality indicators for university education. The authors analyse global
educational practices, define the concept of ‘profession-oriented training technology’, identify relevant pro-
blematic affecting the efficiency of vocational training quality, consider general trends and principles for
modelling profession-oriented technologies, and argue that applying profession-oriented training technology
ensures high quality training results for a competitive specialist whose qualification complies with the world
standards.
KEYWORDS: foreign language training, intercultural communication, profession-oriented technology, multi-
cultural environment, competitive specialist
This is an open access article distributed under the Creative Commons Attribution 4.0 International License
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is
properly cited (CC BY 4.0)
1. INTRODUCTION plies, on the one hand, optimisation of training,
When it comes to training competitive specia- which allows the most appropriate building of the
lists in the multicultural environment, preparation educational process by selecting and organising
of pedagogical corps conforming to the needs of training material correctly, and, on the other hand,
modern life is a priority task. Today, profession- enhancing educational activities, where the main
oriented training of future foreign language focus is on creating favourable psycho-hygienic
teachers in higher education institutions is implau- and aesthetic conditions for training.
sible without the intensification and optimisation When training teachers in universities, professi-
of the learning process. on-oriented technologies guarantee the necessary
High-quality professional training of future spe- and sufficient level of efficiency and quality of
cialists in the system of language education im- education and reduce the negative consequences
© Tatiana A. Dmitrenko, Olga A. Kadilina 2020
8 Training, Language and Culture This content is licensed under a Creative Commons Attribution 4.0 International License
Profession-oriented training of foreign language teachers in modern conditions
by Tatiana A. Dmitrenko and Olga A. Kadilina
of the work of low-skilled teachers; they also pro- 2. MATERIAL AND METHODS
vide each student with the opportunity to study ac- The analysis of recent national and foreign de-
cording to an individual programme that fully suits velopments has shown that the intensification of
their cognitive abilities, motives, inclinations and vocational training involves extending the inde-
other personal qualities. pendent work of students, which is considered to-
The most important characteristics of profes- day as one of the most important ways to improve
sion-oriented technologies are: effectiveness (high professional training quality for a future specialist.
results achieved by each student); cost-effectiven- In this regard, the issue of students’ independent
ess (a large amount of educational material is ef- work occupies one of the central places in the uni-
fectively assimilated per unit of time without high versity training of a specialist. Its solution is direct-
loss of time and effort on the part of both the ly related to matters of further self-education and
teacher and the student); ergonomics (psycho-hy- professional growth of graduates.
giene) (training takes place in an atmosphere of In modern conditions of the rapid development
cooperation and a positive emotional microclima- of science and technological progress, the solution
te, in the absence of overload and overwork); to this problem is associated with the development
creating high motivation to study the subject, of critical thinking among students, the desire for
which allows to identify and improve the best per- self-improvement and continuous enrichment and
sonal qualities of students, to reveal their reserve updating of knowledge. All this can be achieved
capabilities (Dmitrenko, 2009). with the intensification of vocational training, fol-
Profession-oriented educational technologies in lowing the path of extending the independent
higher education incorporate the latest achieve- work of students.
ments in didactics, psychology, computer science, The most important indicator of educational
etc., increasing the informative capacity of the and cognitive activity at a high level is the
educational content, developing general educatio- students’ motivational readiness to master know-
nal skills, educational and methodological ledge: the desire to comprehensively consider pro-
support, ensuring students’ active mental work, blems that arise, expand the amount of knowledge
etc. by referring to additional sources, the need for
The practical implementation of such training self-improvement, and the search for innovative
technologies is possible only if this process is ef- ways to solve problems. Self-improvement and
fectively managed both from the outside and from self-education outwardly express the most active
the inside, i.e. systemically at all levels of conside- side of the regulatory and managerial function of
ration of the student’s educational activities: at the self-awareness (Akiba et al., 2007).
socio-pedagogical, psychophysiological and, final- Most educators believe that bettering a person’s
ly, didactic levels. Therefore, there is a need to education first of all implies accustoming them to
create systems of techniques, tasks, exercises, etc. self-education throughout life. Another way to in-
that stimulate learning activities that not only lead tensify professional training of specialists is to
to learning process intensification, but also affect bring training closer to future professional activi-
the personality as a whole. They influence a per- ties. The essence of profiling is the requirement for
son’s desire for self-improvement, self-education, a focused and optimal content of the material,
and self-government, which is why a synthesis of strictly focused on solving the problems of full-
control actions at all levels occurs and we get the fledged training of a future specialist. A promising
expected effect of productive, economical, way to increase the effectiveness of vocational
psycho-hygienic, and highly motivated training training is to solve the psychological and pedago-
and education – a new personality, responsible for gical problems of ensuring the transformation of
the effective self-management of further educatio- one type of activity into another – educational to
nal and cognitive activities (Dmitrenko, 2020). professional.
rudn.tlcjournal.org Training, Language and Culture 9Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21
Teaching students in the context of future pro-
fessional activities is currently considered as a way ‘To understand the structure of the
to improve the quality of future specialists’ profes- subject, it is important to understand the
sion-oriented training:
basic relationships within it. In order for
– from the very beginning, the student is placed
in an active position, since academic subjects are the learning outcome to be fruitful,
presented in the form of activities (educational, training should be structured so that the
quasi-professional, educational and professional) result achieved in one step helps learning
with a specific scenario for their deployment, dy-
namisation; in the next steps and is useful in future
– the full potential of student’s work is activated professional activities’
– from the level of perception to the level of social
readiness to make mutual decisions; and the components of the course. To understand
– students acquire knowledge in the context of the structure of the subject, it is important to un-
resolving future professional situations presented derstand the basic relationships within it. In order
in training in a didactically sound form, which for the learning outcome to be fruitful, training
provides the conditions for the formation of not should be structured so that the result achieved in
only cognitive, but also professional motivation, one step helps learning in the next steps and is
the personal meaning of the learning process; useful in future professional activities. The conti-
– students’ activity is both individual and joint nuity of training depends on the students’ mastery
collective in nature, which determines the formati- of the subject structure.
on of business and moral qualities of the future Another promising way to improve the quality
specialist personality and allows everyone to per- of vocational training involves the creating of fa-
form a teaching function in relation to other stu- vourable conditions in the learning process. The
dents; educational process, like the educational activities
– acquisition of experience in the use of educa- of students, should be emotionally saturated. The
tional information as a means of regulating stu- emotional background that accompanies the study
dent’s activity, which is increasingly becoming and assimilation of material and the development
professional and ensures the conversion of this in- of skills, is of great importance. It can contribute to
formation into a means of professional activity, increasing the working capacity of students or vice
into knowledge itself as a personal asset of a future versa to reduce it, to influence the memorisation
specialist. of educational material, facilitating it or not. Emo-
We believe that there are three main ways to tionally coloured knowledge, as the knowledge
improve the quality of vocational training in hig- that is acquired independently, permanently settles
her education. One of them is the students’ appli- in memory and becomes very strong. Lasting
cation of learning outcomes in their future profes- knowledge also becomes the knowledge that is
sional activities. For this, the teaching of any sub- applied in practical activities.
ject in a university should be carried out in the Proponents of this way of intensifying the pro-
context of the future profession of students – this is cess of future specialists’ training widely use in
the way to generalise the acquired knowledge and their arsenal the following (Imbernon et al., 2020):
skills. – the Internet that creates a global educational
Another way to increase the effectiveness of vo- and developing environment in which the future
cational training in the higher education system is generations will not only communicate, but also
to provide students with a clear understanding of build professional and personal relationships, effi-
the basic structure of the course of the subject un- ciently positioning their interests and representing
der study, its theoretical and practical significance, themselves;
10 Training, Language and CultureProfession-oriented training of foreign language teachers in modern conditions
by Tatiana A. Dmitrenko and Olga A. Kadilina
– search task statement, which contributes to Moreover, linguistic, methodological and other
the development of critical thinking among stu- problems related to the specifics of the subject un-
dents who can see and creatively solve problems der study become less significant.
that lead to their cognitive independence, search Over the past decades, conditions for impro-
skills at a high level of communication, ability to ving the quality and effectiveness of vocational
apply knowledge in unfamiliar situations, include training in higher education have not yet been ful-
them in new systems to expand knowledge boun- ly created. One of the conditions for the quality
daries; training of future foreign language teachers in the
– use of active teaching methods (projects, role- higher education system is the possibility of invol-
playing, business games, analysis of business situa- ving each student in the active cognitive activity,
tions), the flexible variation of which in class pro- applying their knowledge in practice and obtai-
vides an individual educational trajectory for stu- ning a clear understanding of where, how and for
dents; what purposes this knowledge can be applied.
– use and further development of cognitive The concept of education is complex and mul-
abilities of students, the disclosure of students’ re- tifaceted: it includes not only knowledge and
serves, which are inherent in their genetic inclina- skills, but also the ability to think critically, to eva-
tions and holistic socio-cultural experience. luate historical and any other events in the world
Creating favourable educational psycho-hygie- from a highly moral standpoint, and to implement
nic and aesthetic conditions for training makes it the knowledge creatively.
possible not only to optimise all training and cor- The integration of education, science and pro-
rectly select and organise training material, but duction allows us to intensify the use of such
also to intensify students’ mental activity. teaching methods as problem lectures, practical
Profession-oriented teaching technology is ai- exercises of a problem-search nature, business and
med not only at quantitative changes (more study heuristic games.
time, more training material, etc.), but, above all, The latest technical tools are becoming an in-
qualitative changes in the education system. Many dispensable link in vocationally oriented educa-
experts interpret it as the best way to implement tion in higher education. Information and commu-
the trends of scientific and technological progress nication technologies based on personal compu-
(Dmitrenko, 2009). The result of teaching a foreign ters are gaining recognition.
language using profession-oriented technology is Many countries associate the future with achie-
embodied in the students’ mastery of professional vements in the field of scientific and technological
and communicative competence, their ability to progress, especially in the field of information and
actively and creatively participate in communicati- communication training technologies, primarily,
on on the subject under study. information and computer support for training
The strategic direction of enhancing the effici- courses. Some authors suggest that with the deve-
ency and quality of education today is not only in- lopment of new information technologies there
creasing the amount of information transmitted in will be no need for books, and laptops will replace
the learning process, but also creating didactic and paper and pencil, both in schools and in industry
psychological conditions for understanding it. and commerce (Tomlinson & Jarvis, 2014).
It seems that the quality of mastering the sub- Today, computer literacy can significantly in-
ject depends not only on the abilities of the crease a person’s intellectual abilities, contribute
trainees, but also on the scientifically developed to making optimal decisions in the most difficult
system of teaching this subject. In this regard, cur- situations, and to a certain extent expand the pros-
rently, among the problems associated with impro- pects for the development of the economy and
ving the quality of professional training of future technology, science and culture. Knowing the ca-
teachers, specialists highlight psychological issues. pabilities of a personal computer and the ability to
rudn.tlcjournal.org Training, Language and Culture 11Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21
use it are included in the concept of general com- developing global thinking in a personality, crea-
puter literacy, which is becoming a necessary ting motivation for lifelong learning, developing
component of modern general cultural training. students’ self-control skills and easy achievement
In this study, the development of profession-ori- of the state of ‘concentrated psychorelaxation’,
ented training is discussed at a conceptual level, and overcoming the difficulties of communication;
which helps identify the main guidelines, under- – in the comprehensive development of all re-
stand pedagogical experience and the conditions serves of a personality.
for achieving goals and objectives. The review A profession-oriented technology for teaching a
analysis of leading research in the field of profes- foreign language by activating the capabilities of
sional training for future specialists showed that ef- an individual and a team is based on the active
fectiveness increase in professional and pedagogi- use of psychological and socio-psychological ca-
cal training for future teachers in higher education pabilities of the individual in the team (Roberts,
is possible only if creative approaches prevail in 2016). This way of profession-oriented training is
the students’ activity at all stages of the educatio- based on the following principles:
nal process. – collective interaction;
Profession-oriented technologies in higher pe- – personality-oriented communication;
dagogical schools should meet the following re- – role organisation of the educational process;
quirements: individualisation and differentiation, – concentration in the organisation of educatio-
professionalisation, deeper insight into creative re- nal material and educational process;
search studies, computerisation, the use of various – multifunctional exercises.
forms, methods and means of activating educatio- A profession-oriented technology for teaching a
nal process, etc. foreign language based on an emotional-semantic
context is focused on an emotional-semantic ap-
3. STUDY AND RESULTS proach aimed at practical mastery of a foreign lan-
This study will consider various ways to impro- guage (Matsuda, 2017). With such training, the
ve the quality of vocational training of future spe- following scheme operates: reality – meaning –
cialists in the field of foreign languages, which sounding speech – knowledge – language.
have become profession-oriented training origins, Unlike others, the profession-oriented technolo-
as they are of specific professional interest for for- gy for teaching foreign languages to scientific em-
eign language teachers. ployees (the so-called ‘immersion method’) is a fo-
The suggestive way of a profession-oriented cused, controlled, accelerated process of teaching
technology for training specialists in the field of a foreign oral speech in the environment of the lan-
foreign language is founded on three main princi- guage under study artificially created and maintai-
ples – joy and relaxedness in the training process, ned throughout the course, the environment as
the unity of the conscious and subconscious, and close to reality as possible (Freeman, 2016).
the presence of a suggestive connection between ‘Immersion’ is provided by the training system,
the teacher and the student – formed a substantial including goals, conditions, content, principles,
basis for the subsequent development of this direc- means and methods of training. In creating an at-
tion by many researchers (Canals & Al-Rawash- mosphere of high emotional mood in the educa-
deh, 2019). The proposed type of educational pro- tional process using the immersion technique, a
cess helps solve new problems, the essence of special role is assigned to the song cycle. In additi-
which is: on to the general aesthetic purpose, musical visua-
– in accelerated learning of new material at a lisation in teaching a foreign language via this
creative level; technology is an effective means of psychothera-
– in an accelerated educational effect, moving peutic influence for relaxation or, conversely, en-
simultaneously in the following four directions – hancement of emotional activity.
12 Training, Language and CultureProfession-oriented training of foreign language teachers in modern conditions
by Tatiana A. Dmitrenko and Olga A. Kadilina
The rhythmic and melodised language material
performs an important educational and suggestive ‘The rhythmic and melodised language
task: it is easily assimilated by students and is firm- material performs an important
ly imprinted in their memory, as the musical ac-
educational and suggestive task: it is
companiment provides a vivid, imaginative, and
emotionally coloured perception of the material in easily assimilated by students and is firmly
a foreign language and thereby its subconscious imprinted in their memory, as the musical
memorisation. The song cycle allows perfectly il- accompaniment provides a vivid,
lustrating lexical and grammatical material and it
fixes it with the help of sounding melodies. The imaginative, and emotionally coloured
musical component in the content of teaching a perception of the material in a foreign
foreign language helps effectively address a whole language and thereby its subconscious
series of tasks in the educational process at once:
memorisation’
to stimulate foreign language communication, to
motivate a positive attitude towards the given sub- of the need and the conscious need finds itself in
ject, to illustrate the content of a text, to acquaint the subject of educational activity, i.e. in the assi-
students with the musical culture of the country of milation of the studied subject.
the language, etc. The coincidence of motive and goal gives the
Each of the researchers listed above has contri- activity a reasonable meaning and makes this ac-
buted to the study of the theoretical and methodo- tivity effective. They study a subject intensively
logical foundations of profession-oriented teaching and qualitatively only when it is needed, and this
technologies. Thus, the following main characte- need is recognised. The very organisation of pro-
ristics, which have developed in educational theo- fession-oriented training in modern forms of its im-
ry and practice, are inherent in the new direction plementation contributes to the strengthening of
of future specialists’ vocational training: appeal to this need.
the student’s intellectual and personal reserves; ac- A feature of profession-oriented technologies
tivation of cognitive processes (especially memo- for teaching students of higher pedagogical
ry); positive impact on the emotional sphere; fati- schools is also the creation of high mental activity
gue removal and the creation of the ‘effect of rest’ among students. Active mental work is caused by
in the classroom; psychotherapeutic effects – miti- a problem situation, the solution of mental tasks. A
gation of aggressive tendencies, optimisation of so- distinctive feature of such profession-oriented
cial adaptation processes. teaching technology is also the dominance of un-
Profession-oriented educational technology in conscious over conscious memorisation and the
the current sense implies a rather high concentrati- predominance of awareness of the content plane
on of training. Concentration favourably affects over the formal one.
those aspects of educational activity that require Thus, at present, the psychological feature of
concentration when entering a situation. These as- profession-oriented training is, on the one hand, a
pects of educational activity are characterised by clear organisation of educational material and
the need for continuous reinforcement; provide educational activities of students and, on the other
greater flexibility in behaviour in the future by co- hand, the correct distribution in the concentration
vering the entire system. In the conditions of pro- system of educational activities, the correct organi-
fession-oriented training, this problem is solved in sation of trusting relationships, through which the
a new way, because here a distribution in the con- student is aware of and comprehends (with the
centration system is formed. A specific feature of help of a teacher) educational material and a ge-
profession-oriented teaching technologies is the nuine communication situation, in which the mas-
presence of an urgent need. Each student is aware tery of a subject, a foreign language in particular,
rudn.tlcjournal.org Training, Language and Culture 13Training, Language and Culture Profession-Oriented Research: Educational and Methodological Perspectives
Volume 4 Issue 1, 2020, pp. 8-21 doi: 10.22363/2521-442X-2020-4-1-8-21
is determined by meeting the need to find a means
and a way to express one’s thoughts. ‘Therefore, the main thing for teachers is
Profession-oriented training in general should to build the educational process in such a
be defined as a creative educational process, in
way as to teach students to think,
which a large amount of educational information
is assimilated at the highest possible quality level understand, find, solve, prove, reason,
using the student’s personality reserves. It is possi- seek confirmation, etc.’
ble only with the creative influence of the
teacher’s personality and under favourable condi- into a hidden dialogue, involving the considerati-
tions for learning, with no fatigue or overload. The on of the problem from different points of view.
learning process in this case is much faster and re- In modern didactics, the debatable principle of
quires less labour effort both for the teacher and presenting material has entered the practice of
students (Dmitrenko, 2009). teaching various subjects in the form of problem-
New profession-oriented technologies used in solving based learning, when the teacher offers a
training future foreign language teachers in the initial data so that students can find a solution to a
higher education system are expressed: particular issue in the process of self-searching.
– in the methodically rational organisation of Today, it seems that students should receive know-
classes, in which every minute of study time ledge in foreign language classes on a communi-
should be used productively to achieve the goals; cative basis, i.e. the teacher’s task is to turn
– in the communicative orientation of the entire learning into interesting communication on the
learning process, the motivation of students’ subject of the academic discipline.
speech activity, the necessary emotionally colou- The highest emotional tone of the audience and
red atmosphere; emotional involvement in the educational process
– in the variety of methods and forms of work ensures the implementation of the installation for
used in view of the individual characteristics of the disclosure of the student’s personality reserves.
students, the type of activity, the nature of the ma- The most progressive-minded teachers are trying
terial and the level of knowledge, methodological- to find new ways to ‘revive’ the educational pro-
ly appropriate combination of frontal and indivi- cess, widely attracting students to active creative
dual forms of work; work, using various forms of explanation of educa-
– in the widespread use of modern technical tional material. It is about giving the educational
means that are organically included in the learning activity non-standard, original techniques that en-
process where they can give the maximum effect hance the activities of students, increase interest in
compared to ‘non-technical means’; knowledge, nurture inquiring thoughts and enthu-
– in the introduction of intensive educational siasm, while at the same time ensuring speedy me-
technologies in teaching practice in all cases whe- morisation, understanding and assimilation of the
re they can intensify and individualise the learning educational material, taking into account the indi-
process. vidual abilities of students.
Therefore, the main thing for teachers is to To increase the effectiveness of profession-ori-
build the educational process in such a way as to ented technology for teaching any subject, inclu-
teach students to think, understand, find, solve, ding a foreign language, it is necessary to think not
prove, reason, seek confirmation, etc. An im- only about revision, but also about ways of pre-
portant feature of qualified teachers of a foreign senting educational material, about the organisati-
language is that their messages contain a large on of educational activities and about the formati-
number of interrogative phrases that place students on of cognitive interests. It is important that the
in problematic situations that activate their thin- educational material itself should be interesting,
king. In this case, the teacher’s monologue turns and then the process of mastering it changes quali-
14 Training, Language and CultureProfession-oriented training of foreign language teachers in modern conditions
by Tatiana A. Dmitrenko and Olga A. Kadilina
tatively: the goal of cognition and the form it takes ning of future specialists in the higher education
turns into a means of cognition. system (including individualisation and differentia-
The transition from a monologue to dialogue in tion, further professionalisation, intensifying the
pedagogical activity is a definite form of manifes- creative search work of students, computerisation,
tation of the humanisation of the process of trai- the use of various forms, methods and means of
ning and education. Adaptation of the learning enhancing the learning process, the hygiene of
process to the individuality of each student should academic work, humanisation of educational ac-
occur through a thorough study of their natural tivities, etc.) shows that profession-oriented trai-
data and the development of the necessary abili- ning technology is based on the use of the latest
ties for the qualitative mastering of the subject. achievements of didactics, psychology, computer
The humanistic purpose of education requires a science, cybernetics, and a number of other scien-
review and its content. It should include not only ces. This process includes such terms as purpose-
the latest scientific and technical information, but fulness of training, accelerating the pace of educa-
also humanitarian, personally developing know- tional activities, developing the skills of academic
ledge and skills, experience in creative activity, an work, use of new technical means, etc.
emotional-value attitude to the world and a person Almost all new profession-oriented teaching
in it, and a system of moral and ethical feelings technologies are designed only on the basis of
that determine people’s behaviour in diverse life practical experience and, in most cases, are tradi-
situations. tional teaching technologies with the introduction
The emergence of the problem of profession- of various innovations in the latter. It follows from
oriented teaching technology of a new generation this that theoretical studies of profession-oriented
is associated with the introduction of innovations training technologies for future specialists lag far
in the educational process at universities. A system behind the results achieved by many years of prac-
of quality training of future specialists for creative tical experience. Therefore, the design of professi-
and inventive activity, especially in the field of in- on-oriented teaching technologies for any educa-
tercultural communication, is impossible without tional subject should be preceded by a systematic
the use of modern technical means. This is due to approach to the learning process, especially in
an increase in the volume of creative work that in- terms of predicting the further improvement of this
creases the amount of information processed at the process.
same time. Here is a brief description of some profession-
Modern technical means providing a qualitati- oriented educational technologies.
ve breakthrough in improving the quality of stu- Problem-solving based training is a modern,
dents’ educational activities; significantly expan- highly effective profession-oriented teaching tech-
ding the possibilities of accumulating and presen- nology that yields great results in creating motivat-
ting information for educational and research ac- ing learning activities, which assumes a sequence
tivities; and contributing to the formation of the of immersion of students in the critical analysis
students’ reflection on their activities. All professi- and resolution of problems. Scholars emphasise
on-oriented training technologies should be based the importance of problem-solving based learning
on the following principles: scientific; systematic; for the personal development of students: ‘Pro-
connection of theory with practice; co-creation by blem-solving based learning is designed to incor-
teacher and students; trust in the creative powers porate psychological mechanisms; the claim is to
and abilities of students; unity of the intuitive and obtain a positive result independently and develop
the logical, conscious and unconscious, concrete cognitive motivation, self-regulation aimed at un-
and abstract, rational and emotional, etc. derstanding and managing one’s own actions, and
A brief analysis of some promising modern forming an internal need to overcome cognitive
ways to improve the quality of professional trai- difficulties; the development of self-esteem; the
rudn.tlcjournal.org Training, Language and Culture 15You can also read
