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"SCIENCE AND EDUCATION IN THE MODERN WORLD



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III TOM

"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 

spremljanjuodprtegakurikula 

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. 


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