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Methodological Approaches to University Instructors Professional Foreign Languages Competence Development

Наименование публикации:Methodological Approaches to University Instructors Professional Foreign Languages Competence DevelopmentАвторы:Еныгин Д. В. , Фоминых Н. Ю., Зарудная М. В., Епифанов Д. А., Галахов Д. В.
Кудышева А. А., Еферова А. Р.
Тематическая область:Народное образование. Педагогика
Вид публикации:Статья в журнале
Электронная публикация:НетЯзык издания:АнглийскийГод издания:2018Страна издания: Германия Наименование журнала или сборника:The Journal of Social Sciences ResearchНомер журнала (с указанием года):5 2018Наименование издательства:Academic Research Publishing GroupКод ISSN или ISBN:2413-6670Количество страниц:6Количество печатных листов:0,7Индексация:Scopus,
Google Scholar,
RePEc (Germany) Index Copernicus INFOBASEINDEX IDEAS Turkish Education Index Scientific Indexing Services (SIS) ACADEMIA ADVANCE SCIENCE INDEX Scientific World Index Econ Papers Directory of Open Access Scholarly Recourse Citefactor Google Scholar Global
Аннотация (реферат):

Development of foreign language professional competence of university instructors requires use of approaches different from those traditionally applied when teaching younger students. Research was conducted to determine the combination of approaches that will be suitable to train university instructors. In the course of the research, teaching approaches used in various countries were compared in terms of their efficiency when applied to adult audience. Moreover, such factors as teaching educators, the roles of a trainer and a learner, increasingly international environment and the learning environment were considered. Finally, implications of using teaching approaches when training educators were analyzed and the ones with the higher potential to produce the desired outcomes were selected. As a result the authors suggest that androgogical, competence-based, environmental, dialogic and student- centered approaches should be used to maximize learning outcomes in adult learners.

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