Атты III халықаралық ғылыми-тәжірибелік конференция жинағЫ
"SCIENCE AND EDUCATION IN THE MODERN WORLD
жүктеу/скачать 8,11 Mb. Pdf көрінісі
|
III TOM
- Бұл бет үшін навигация:
- Results and discussion
| "SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY" NUR-SULTAN, KAZAKHSTAN, JULY 2019 227 certain topic,fill in the missing gaps or translate as well as present the topic content in various written ways. Results and discussion Personally, the experience of teaching professional terminology in English and German has already been gained and carried out within School of Electrical and Computer Engineering (School centre Velenje, Slovenia) in terms of preparing the theoretical basis (including key goals, professional competences, operational goals and content structure) for implementing the module in practice for secondary-school students of technical secondary education. It is of vital importance that professional competences are carried out gradually. In the first two grades, lessons of professional terminology are held in German language, in which students acquirenot onlybasic lawsof German vocabulary and grammar, but also professional terminology in German, revolving aroundthe topics of making first contacts, personal introduction, numbers, colours, different tools, safety at work signs and symbols, jobs and basic procedures at work, physical units and time. However, students of the third and later fourth grade are given the possibility to choose among professional terminology in German (upgrading the first two years) or professional terminology in English (as a form of preparation for the vocational matura examination), in both cases tackling the topics of Europassand curriculum vitae, writing formal letters (e.g. application) and e-mails, as well as covering professional terminology topics (dealt with within regular professionally theoretical and practical classes, depending on the type of the programme), e.g. electric motors, renewable energy sources, automation, multimedia etc. Overall, the concept has brought positive results in terms of students acquiring different competences and skills as well as understanding their future working environment in another language. Professional terminology in German language in the field of tourism and gastronomyposes another challenge in the process of lifelong learning for both students and teachers. As promising sectors in economy, tourism and gastronomy offer a vast opportunity for students to qualify successfullyfor work and development of innovative ideas, where foreign and professional terminology language skills are of vital importance. Acknowledging theoretically defined key goals, professional competences and operational goals above (SeeTheoretical framework, methods and materials), the content of the professional terminology in a FL (German) for the future employees in the field of tourism and gastronomy can be broken down into the followingclusters: 1. Getting to know each other; at the reception (SICH KENNENLERNEN; AN DER REZEPTION) 2. In a café and in a restaurant - gastronomy and catering (IM CAFÉ UND IM RESTAURANT) 3. Collecting data about a certain place, the weather (INFORMATIONEN ÜBER DIE STADT/LAND UND ÜBER DAS WETTER) 4. Tourism in general (TOURISMUS IM ALLGEMEINEN) 5. Hotel services; making and solving complaints (HOTELDIENSTLEISTUNGEN; REKLAMATIONEN) 6. Sightseeing, travel, cultural offer (RUNDFAHRTEN, REISEN, KULTURELLE ANGEBOTE) 7. On the phone (TELEFONIEREN) 8. Formal written correspondence (OFFIZIELLE SCHRIFTLICHE KORRESPONDENZ). Upon setting the clusters, the following professional competences are acquired by means of operational goals: 1. Students get to know and acquire the phrases and specific terminology from subtopics above. 2. Students develop all four language skills (listening, reading, speaking and writing). 3. Students consolidate and improve the comprehension and formation of oral and written messages. |