Атты III халықаралық ғылыми-тәжірибелік конференция жинағЫ
"SCIENCE AND EDUCATION IN THE MODERN WORLD
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III TOM
- Бұл бет үшін навигация:
- Conclusion
- References
| "SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY" NUR-SULTAN, KAZAKHSTAN, JULY 2019 228 4. Students deal with situations on the intercultural level by accepting and being aware of and open to cultural diversity. 5. Students use information-communication technology when looking for sources, processing data or forming formal texts and making presentations in a foreign language. Even though the theoretical structure and dissection of key goals, professional competences and operational goals may seem ‗ideal‘ on the paper, they might not always meet all the objectives in their actual implementation. It is of vital importance then to recognise and acknowledge that as a teacher and adjust the learning content accordingly. Conclusion All things considered, there are at least two reasons as to why it is essential to learn professional terminology in a FL in the educational process of the future employees in the fields of tourism and gastronomy; on the one hand, learning professional terminology in a FL contributes to the development and implementation of professional competences that prepare the students for a responsible, efficient and successful functioning in different circumstances of their job-related, public and private life. On the other hand, learning professional terminology in a FL also raises awareness towards ‗professionalization‘ of each individual, whereby the term coincides with that of ‗professional development‘ (Doyle, Egetenmeyer, Singai, Devi; 2016), which brings us back to the core purpose of the importance of learning and eventually teaching professional terminology in a FL, to enhance ‗‗skills and knowledge attained for both personal developmentand career advancement‘‘ (Weidenseld andBashevis, 2013). References 1. Pierce, M. (2010),Learning. In W. Visser, D. Matten, M. Pohl, & et. al., The A to Z of Corporate Social Responsibility (2nd ed.). Hoboken, NJ: Wiley. 2. Edited by Leban, I. (2010), Poročilo o spremljanjuodprtegakurikula v programihsrednjegapoklicnega in srednjegastrokovnegaizobraževanja.Center RS zapoklicnoizobraževanje. 3. Dimitrova, V., Dicheva, D. (1998),“Who is who”: The Roles in an Intelligent System for Foreign Language Terminology Learning.British Journal of Educational Technology. Vol. 29 Issue 1, p. 47. 4. Crick, R. D. (2008), Key Competencies for Education in a European Context: Narratives of Accountability or Care. European Educational Research Journal 7 (3): 311–318. 5. Pevec-Grm, S., Škapin, D. (2006),Kurikulnanacionalni in šolskiravni v poklicnem in strokovnemizobraževanju. Ljubljana: CPI. 6. Chengyu , N. (2018),Implications of Interrelationship among Four Language Skills for High School English Teaching. жүктеу/скачать 8,11 Mb. Достарыңызбен бөлісу:
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